NDLI: Mediation in a Socio-Cognitive Approach to Writing for Elementary Students: Instructional Scaffolding

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Mediation in a Socio-Cognitive Approach to Writing for Elementary Students: Instructional Scaffolding

Content Provider	ERIC
Author	Ng, Chiew Hong Cheung, Yin Ling
Abstract	This research investigates how elementary teachers mediate the learning of writing through a socio-cognitive approach. The study reveals how in effective instructions for writing development, teachers can build narrative knowledge in a socio-cognitive approach through these types of instructional scaffolding: explicit outcomes and expectations, modelling, bridging, contextualizing, schema building, re-presenting text and developing metacognition. The study also illustrates through examples, the use of the instructional scaffolding functions by two teachers mediating between students' current knowledge levels in writing in English and the requisite expert understandings of the narrative genre in actual classroom practice. The adapted instructional scaffolding functions proposed in this article enrich the field of learning and teaching of writing by providing a means for teachers to mediate the learning of writing. The study also highlights the value of qualitative interpretive approaches in contributing to the domain of pedagogical approaches in writing for elementary students.
Related Links	https://files.eric.ed.gov/fulltext/EJ1200072.pdf
e-ISSN	22277102
Journal	Education Sciences
Volume Number	8
Language	English
Publisher	MDPI AG
Publisher Date	2018-01-01
Access Restriction	Open
Subject Keyword	Elementary School Students Process Approach (Writing) Writing Instruction Scaffolding (Teaching Technique) Elementary School Teachers Writing (Composition) Instructional Effectiveness Metacognition Mediation Theory Cognitive Processes Writing Skills Elementary Education
Content Type	Text
Resource Type	Article

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