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The impact of revision and feedback on the quality of childrenĀ“s written compositions

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dc.contributor.authorSilva, Ana Cristina
dc.contributor.authorAlmeida, Tiago
dc.contributor.authorFarroupas, Sandra
dc.date.accessioned2019-03-21T10:10:55Z
dc.date.available2019-03-21T10:10:55Z
dc.date.issued2016
dc.description.abstractRevision is a very important process in promoting evolution in childrenā€™s narrative texts, although by the end of primary school students are not self-regulated writers. This is an experimental study in which 45 children in the 4th grade were given a pre-test and a post-test intended to evaluate the quality of their compositions. Between the two tests, 2 experimental groups underwent a training programme designed to improve the quality of their texts using revision processes, in the course of which they wrote 15 compositions. Experimental Group 1 had to revise their compositions according to the guidelines laid down in three different tables (one for misspellings, another for punctuation and cohesion and another for coherence). Experimental Group 2 had the same intervention programme but was also given feedback on the initial version of their compositions. The Control Group wrote the same number of compositions, but was not involved in the revision process. Children from Experimental Groups 1 and 2 improved in the quality of their spelling and the cohesion of their texts when compared with the Control Group. Only children from Experimental Group 2 evolved in the coherence of their texts. There were no differences between the performance of Experimental Group 1 and the Control Group at this level.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationSilva, A., Almeida, T., & Farroupas, S. (2016). The Impact of Revision and Feedback on the Quality of Children Ģs Written Compositions. International Journal of Social Sciences & Educational Studies, Vol.3, No.2, p. 26-42pt_PT
dc.identifier.issn2409-1294
dc.identifier.urihttp://hdl.handle.net/10400.21/9743
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.relation.publisherversionhttp://ijsses.org/wp-content/uploads/2017/03/26-42.pdfpt_PT
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/pt_PT
dc.subjectQuality of textualpt_PT
dc.subjectRevisionpt_PT
dc.subjectProductionpt_PT
dc.subjectMetacognitionpt_PT
dc.subjectWritingpt_PT
dc.titleThe impact of revision and feedback on the quality of childrenĀ“s written compositionspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage42pt_PT
oaire.citation.issue2pt_PT
oaire.citation.startPage26pt_PT
oaire.citation.titleInternational Journal of Social Sciences and Educational Studiespt_PT
oaire.citation.volume3pt_PT
person.familyNameSilva
person.familyNameAlmeida
person.givenNameAna Cristina
person.givenNameTiago
person.identifier.ciencia-idDB1B-6427-3C24
person.identifier.orcid0000-0001-6238-2663
person.identifier.orcid0000-0002-3557-0623
person.identifier.ridE-4956-2011
person.identifier.scopus-author-id55574531100
person.identifier.scopus-author-id25924238600
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication66ec75b6-9ce9-4212-8082-701eb6d80323
relation.isAuthorOfPublication132193af-afed-498d-a7f5-dc49fe7a89e2
relation.isAuthorOfPublication.latestForDiscovery132193af-afed-498d-a7f5-dc49fe7a89e2

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