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Promoting transcription in third-grade classrooms : Effects on handwriting and spelling skills, composing, and motivation
Limpo, Teresa Vigário, Vanessa Rocha, Renata Graham, Steve
Limpo, Teresa
Vigário, Vanessa
Rocha, Renata
Graham, Steve
Abstract
Transcription can be defined as the externalization of language into written text, which involves spelling and handwriting. There is now a small, but growing body of research demonstrating the importance of transcription in beginning writing. This study aimed to test the effects of transcription training on third graders’ writing skills and motivation. Seventy-seven students receiving transcription training were compared with 89 students receiving drawing training. Within each group, half of the students was given either a composing or a drawing homework assignment. Compared to students in the drawing condition, students who received transcription instruction evidenced greater gains in handwriting and spelling, as well as in the amount and quality of their writing. Although transcription training did not influence self-efficacy, it had a negative impact on motivation to write, resulting in a decrease in intrinsic motivation. Finally, the type of homework assignment (composing or drawing) had virtually no impact on students’ writing skills and motivation. Overall, these findings provided evidence on the key role of transcription in producing good texts. Moreover, they demonstrated the need to enhance the motivational ingredients in transcription interventions.
Keywords
transcription, writing, self-efficacy, motives to write, intervention
Date
2020
Type
Journal article
Journal
Contemporary Educational Psychology
Book
Volume
61
Issue
Page Range
1-11
Article Number
Article 101856
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled