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Improving literacy skills through learning reading by writing: The iWTR method presented and tested
Örebro University, Swedish Business School at Örebro University. (Informatik)ORCID iD: 0000-0002-3713-346X
Sollentuna Stad, Sollentuna, Sverige.ORCID iD: 0000-0002-4900-8519
2013 (English)In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 67, p. 98-104Article in journal (Refereed) Published
Abstract [en]

Learning to read and write is a basic skill that unfortunately not everybody acquires sufficiently. Lack of teachers and time in school are some of the reasons, but in addition the enormous rise in informational activities due to the Internet and other information technology-enabled opportunities has made literacy skills increasingly important to ever more people. This means literacy education must be improved so more children in the world get better chances. In order to contribute to developing better methods for learning to read and write in early years this study tests a new method developed to improve reading and writing learning in early ages. The ICT (Information and communication technologies) supported “Integrated Write to Learn” (iWTR) method lets children in 1st grade use computers and other ICT tools to write texts and subsequently discuss and refine them together with class mates and teachers. Handwriting is postponed to 2nd grade. While the traditional method requires students to go through two development processes in parallel, a cognitive (learning to read and) a motor (learning to write with a pencil), iWTR works with one process at a time, first cognitive development, then (from grade 2) motor skills training. iWTR extends previous WTR methods by more social work methods using a web site and peer comment for providing social meaning and feedback.

The method was tested using two test groups and two control groups (total n = 87) by systematically measuring performance in reading and writing using standard tests in combination with observations and student evaluation to assess social and individual effects of work methods.

The results show that while reading skills were improved considerably the biggest improvement concerned writing skills. Students in the test group wrote longer texts with better structure, clearer content, and a more elaborate language.

Place, publisher, year, edition, pages
Elsevier, 2013. Vol. 67, p. 98-104
Keywords [en]
Cooperative/collaborative learning, Elementary education, Improving classroom teaching, Teaching/learning strategies
National Category
Information Systems, Social aspects Learning
Research subject
Informatics
Identifiers
URN: urn:nbn:se:oru:diva-29311DOI: 10.1016/j.compedu.2013.03.007ISI: 000320430500009Scopus ID: 2-s2.0-84876491142OAI: oai:DiVA.org:oru-29311DiVA, id: diva2:624828
Available from: 2013-06-03 Created: 2013-06-03 Last updated: 2018-05-18Bibliographically approved

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Grönlund, ÅkeAgelii Genlott, Annika

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Grönlund, ÅkeAgelii Genlott, Annika
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Swedish Business School at Örebro University
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