Η γραπτή έκφραση ως διαδικασία: Από τη λειτουργική εκτίμηση στη δόμηση της γνώσης

Abstract

An alternative assessment of writing skills was applied to 60 students (38 with learning disabilities and 22 with average/high performance), ranging in age from 9 to 12 years. The aim was to provide a functional, curriculum based assessment of linguistic/metalinguistic, cognitive/metacognitive and writing skills. The assessment was developed on the basis of prior research on the difficulties experienced by students with writing. A teaching intervention was planned and executed in order to develop the writing skills of the students with learning disabilities using three educational software tools: Ideokataskeves, Logomatheia, and Micorworlds Pro. The results showedthat the students with learning disabilities exhibited poor performance in all writing skills assessed. The teaching intervention produced better performance of the learning disabilities students in the posttests,indicating that a learning environment which encourages active participation in writing processes can facilitate the development of writing and critical thinking skills in this population.