Declared Knowledge of Beginning Writers.

dc.creator	Morin, M.F.
dc.date	2005-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:28Z
dc.date.available	2015-07-20T22:05:28Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/fdefe080a9d34704b1ff46ba0e88530b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/9771
dc.identifier.uri	https://doaj.org/article/fdefe080a9d34704b1ff46ba0e88530b
dc.description	Most studies of the orthographic development of young writers have largely centred their attention on analyses of written productions. However, an increasing number of researchers are now devoting attention to the information provided by spoken comments made by writers during a production activity. Re- ferred to as metagraphic comments, these utterances give researchers access to young writers’ conceptualizations of written language and the various processes mobilized during a writing task. This article presents the results of a Quebec study aimed at grasping the nature of metagraphic comments and establishing their relationship to writing performance. This research was conducted with 67 French-language subjects who were each given an individual word-writing task at two different moments (at mid-year and year end) in grade one. The analysis of the metagraphic comments, using a grid to categorize them, revealed that young writers have many and varied notions about written French, even at the beginning stages of their schooling. This analysis also led to the observation that comments related to what is thought about language – metalinguistic comments – are much more numerous than those revealing thoughts about cognitive processes at work during the writing activity. Lastly, correlation analyses, which enabled an examination of the relationship between the nature of metagraphic comments and writing performance, suggest that the use of spoken aloud comments during a writing activity does not have the same impact on weak and strong writers.
dc.language	English
dc.publisher	Springer
dc.relation	http://l1.publication-archive.com/next?cont=HGJzrOZvD3U=
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 5, Iss 3, Pp 385-401 (2005)
dc.subject	elementary school (Grade 1)
dc.subject	metagraphic comments
dc.subject	metalinguistic knowledge
dc.subject	orthographic strategies
dc.subject	spelling development
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Declared Knowledge of Beginning Writers.
dc.type	Article