Learning to write: Observation, modeling, and interaction in the classroom

Abstract

The contribution of “learning-by-observation” to students' acquisition of writing skills is a major focus of research by Rijlaarsdam and co-workers. After reviewing key findings from this research, three directions for future research on writing instruction in elementary and secondary school classrooms are discussed: the instructions given to students for observing, the use of interactive forms of modeling, and the ways of combining peer observation and peer interaction.