Titlebook: Revision Cognitive and Instructional Processes; Cognitive and Instru Linda Allal,Lucile Chanquoy,Pierre Largy Book 2004 Springer Science+Bu

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Revision of Form and Meaning in Learning to Write Comprehensible Text,upon theories about the writing process and cognitive constraints in working memory. From a review of empirical studies of children’s revising skills, it appears that their attention is almost exclusively focused on form related issues whereas revision on the level of meaning seldom occurs. We prese

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Insights from Instructional Research on Revision with Struggling Writers,e chapter, we focus on how instructional research that is based on cognitive and social-cognitive models of writing can contribute to understanding these processes as well as to improving instruction. Descriptive studies, based on interviews and writing tasks, and experimental studies designed to is

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,Effects of Collaborative Revision on Children’s Ability to Write Understandable Narrative Texts,ely-related objectives. The first was to analyze the effects of collaborative revision on children’s ability to anticipate their readers’ need for comprehension, as well as to check comprehensibility when revising texts written by others. The second objective was to analyze the role of children’s ve

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The Study of Revision As a Writing Process and as a Learning-to-Write Process,xcursions. The first excursion is undertaken to define revision. It is suggested that in writing research, revision should be reserved for the intentional, reflective activity during and after writing which the writer implements to improve the text. This definition excludes making transformations or

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Processing Time and Cognitive Effort in Revision: Effects of Error Type and of Working Memory Capac effort and temporal organization of the sub-processes of revisions. Efficiency of the revisers depended mainly on the type of errors and partially on their WM capacity. Finally reading to define problems appeared more effortful than reading to understand.

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