Η Επίδραση της Συνεργατικής Γραφής στην Ανάπτυξη της Μετάγνωσης και στη Βελτίωση της Ποιότητας του Γραπτού Λόγου

Abstract

Cognitive, sociocognitive and sociocultural theories of written speech as well as approaches of literacy support teachers and students-authors in the writing process by providing them a combinational model for the production of written speech based on their basic common theoretical principles one of which is cooperative learning/writing.The purpose of the present study is to investigate the effect of cooperative writing on the acquisition of metacognition and on the quality of written speech of C grade students-authors through the design, the implementation and the evaluation of an intervention program with visual-verbal and social-procedural facilities to students, either having writing disabilities or not. Three 3rd grade groups took part in the study. Two of the groups were members of the experimental group and the third was the control group. The results of our research showed beneficial effects of the cooperative writing in the frame of the intervention program on the metacognitive knowledge and skills of students-authors and on the quality of their written speech.