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Shared understandings: structuring the writing experience through dialogue.

C S Englert1, T V Mariage

  • 1Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing.

Journal of Learning Disabilities
|June 1, 1991
PubMed
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Teachers adopting a social view of writing instruction benefit students with learning disabilities. This approach fosters authentic writing skills and a stronger authorial voice through collaborative dialogue and structured strategies.

Area of Science:

  • Education
  • Writing Instruction
  • Learning Disabilities

Background:

  • Viewing writing as a social process influences instructional methods.
  • Teachers act as mentors in apprenticing students into writing communities.
  • Teacher-student dialogue is crucial for developing writing voice and understanding.

Purpose of the Study:

  • To explore how a social view of writing impacts instruction for students with learning disabilities.
  • To examine the role of teacher-student interaction in developing writing skills.
  • To review frameworks for guiding composition dialogue using text structures and writing processes.

Main Methods:

  • Review of recent pedagogical approaches.
  • Analysis of teacher-student dialogues in writing instruction.

Related Experiment Videos

  • Focus on text structures and writing process frameworks.

    • Main Results:

    • Instructional changes occur when writing is perceived as a social, audience-driven activity.
    • Students develop writing voice through shared understanding and interaction.
    • Text structures and writing strategies facilitate interaction and shared meaning.

    Conclusions:

    • A social constructivist approach to writing benefits students with learning disabilities.
    • Effective writing instruction involves collaborative dialogue and metacognitive strategies.
    • Text structures and writing process frameworks can guide meaningful composition interactions.