Improving narrative writing skills through observational learning: a study of Swedish 5th-grade students

Observational learning is a successful method for improving writing skills in various genres. We explore effects of a five lesson intervention series based on peer observation. Fifty-five Swedish 5th-grade students aged 10-12 years followed this intervention programme. The students watched short fil...

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Bibliographic Details
Published in:Educational review (Birmingham) 2020-11, Vol.72 (6), p.691-710
Main Authors: Grenner, Emily, Åkerlund, Viktoria, Asker-Árnason, Lena, van de Weijer, Joost, Johansson, Victoria, Sahlén, Birgitta
Format: Article
Language:English
Subjects:
Annan klinisk medicin
Clinical Medicine
Comprehension
Educational Sciences
elementary education
Elementary School Students
Foreign Countries
Gender Differences
Grade 5
Instructional Effectiveness
Intervention
intervention for writing
Klinisk medicin
Language Skills
Learning
Lärande
Medical and Health Sciences
Medicin och hälsovetenskap
Observational Learning
Other Clinical Medicine
Peer Relationship
Peers
Preadolescents
Reading Comprehension
Reading instruction
Samhällsvetenskap
Short Term Memory
Skills
Social Sciences
Student writing
Students
Utbildningsvetenskap
Video Technology
Writing Improvement
Writing Skills
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Summary:Observational learning is a successful method for improving writing skills in various genres. We explore effects of a five lesson intervention series based on peer observation. Fifty-five Swedish 5th-grade students aged 10-12 years followed this intervention programme. The students watched short film clips with peers working with texts. Each lesson was organised according to a theme: reader's perception of the text, ordering of events, how to begin a story, how to end a story and how to edit a text. The students wrote four texts during the intervention. The quality of these texts was assessed by a panel of trained raters. Additionally, the language and reading comprehension and working memory capacity were tested. The results show that average text quality had significantly improved at the end of the intervention, and that this improvement was modulated by reading and language comprehension. Three months later, however, text quality was significantly decreased.
ISSN:0013-1911
1465-3397
DOI:10.1080/00131911.2018.1536035