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Related Experiment Videos

Writing disorders and their relationship to reading-writing methods: a longitudinal study.

J E Jiménez, M A Rumeau

    Journal of Learning Disabilities
    |March 1, 1989
    PubMed
    Summary

    Children learning to read via the global-natural method showed more reproductive errors, while those using phonic or syllabic methods made more meaning-related errors in writing.

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    Area of Science:

    • Educational Psychology
    • Developmental Psychology
    • Literacy Studies

    Background:

    • Reading and writing acquisition involves complex cognitive processes.
    • Different pedagogical methods emphasize distinct approaches to literacy instruction.
    • Understanding the impact of these methods on writing development is crucial.

    Purpose of the Study:

    • To investigate writing disorders in children based on their reading and writing instruction methods.
    • To compare error patterns associated with bottom-up (decoding) versus top-down (meaning-based) literacy approaches.

    Main Methods:

    • A longitudinal study was conducted with 260 school children.
    • Participants represented diverse genders, school types (public/private), and socioeconomic backgrounds.

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  • Writing errors were analyzed based on the instructional method employed.

    • Main Results:

    • Children taught using the global-natural method (top-down) exhibited more errors related to information reproduction.
    • Children instructed with phonic and syllabic methods (bottom-up) demonstrated a higher frequency of meaning-related errors.

    Conclusions:

    • The method of reading and writing instruction significantly influences the types of writing disorders observed in children.
    • Bottom-up approaches may lead to meaning-based errors, while top-down approaches might result in reproductive errors.