Premium
“The three hags and Pocohontas”: how collaboration develops Early Years writing skills
Author(s) -
Boyle Bill,
Charles Marie
Publication year - 2011
Publication title -
literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.649
H-Index - 26
eISSN - 1741-4369
pISSN - 1741-4350
DOI - 10.1111/j.1741-4369.2011.00576.x
Subject(s) - spelling , psychology , writing process , cohesion (chemistry) , peer feedback , collaborative writing , peer relations , pedagogy , inclusion (mineral) , process (computing) , mathematics education , peer group , linguistics , social psychology , computer science , philosophy , chemistry , operating system , organic chemistry
This article relates a child's development in story writing and the progress that she made in achieving text cohesion, spelling development and ideation through the collaborative process. The case study investigates the integration of major aspects of writing development such as collaboration, the importance of peer interactions through social learning and the fusion of illustrations and writing to assist children's communication and understanding. The authors examine the rationale for the inclusion of collaborative peer‐assisted writing and peer interaction as a social writing process, supporting the young writer's affective domain. The case study investigates the integration of major aspects of writing development such as collaboration, the importance of peer interactions through social learning and the fusion of illustrations and writing to assist children's communication and understanding. The authors examine the rationale for the inclusion of collaborative peer‐assisted writing and peer interaction as a social writing process, supporting the young writer's affective domain development. The strengths and complexities of peer interaction, the role of illustrations and their positive impact on composition are discussed.