Eficacia de la instrucción en los aspectos mecánicos y/o semánticos de la revisión textual

Abstract

We present an intervention study on the revising process in writing by means of dynamic assessment and CDO procedure with 67 2nd grade secondary school students. The aim of this research is to verify to what level direct instruction in the revising process, as much at a mechanical as at a semantic level, affects the re-writing of a texto. The students received the instruction in their classrooms over nine sessions with four progressive levels of support. In this study, students were assigned writing compositions related with re-writing text and we included three writing revision conditions (mechanical revision, semantic revision, mixed revision). The infomation obtained reveals that this training is effective, showing a significant increase in the total revision measurements. Also, we observe that the comparing task demands more attention and cognitive capacity than the describing task, and that the revisions carried out during it were less than during the descriptive task.