Related Experiment Videos
Features of an interactive writing discourse: conversational involvement, conventional knowledge, and internalization
1Counseling, Educational Psychology, and Special Education Department at Michigan State University, East Lansing 48824-1034, USA.
Journal of Learning Disabilities
|October 23, 2004
Summary
This study shows how teachers and students co-construct written texts during Morning Message, a literacy event. This collaborative writing process scaffolds learning and internalizes social dialogue into independent skills.
Area of Science:
- Education
- Linguistics
- Sociology
Background:
- Literacy events are crucial for developing reading and writing skills.
- Collaborative writing provides a scaffolded environment for learning.
Purpose of the Study:
- To examine meaning construction in the Morning Message literacy event.
- To analyze the teacher-student discourse during text creation.
Main Methods:
- Qualitative analysis of the Morning Message literacy event.
- Examination of teacher-student interactions and dialogue.
- Analysis of writing conventions and metamessages.
Main Results:
- Teachers use conversational moves to involve students in writing.
- Specific writing conventions and metamessages facilitate meaning construction.
- Social dialogues in Morning Message can internalize into independent learning.
Conclusions:
- Morning Message is an effective literacy event for co-constructing meaning.
- Teacher-student interaction scaffolds writing development.
- The process supports the internalization of social learning into independent skills.