Children's writing competences

The present work from the confluence of models of narrative writing, artistic installation, and Augmented Reality tried to find a proposal to improve the production of narrative writing in second-grade students of a public school in Bogotá; since the initial diagnosis through a rubric of scriptural components yielded low levels in the production of written narratives of the students. For this, a research proposal framed in the type of mixed research was designed, a representative sample of 10 students was taken, due to conditions inherent to the COVID-19 pandemic, the sample size was adjusted and a methodology was carried out a remote application. The results of the statistical analysis suggest that the teaching units designed by the teacher improved the students' writing strategies. Besides, it was found that the expectations of the students play a preponderant role in the act of writing. The main conclusion of the work is that conceptual art supported by Augmented Reality seems to have a promising role in the development of cognitive skills related to the act of writing. The social contribution of the research was based on the improvement of the problem in the research participants, and on the potential of the proposal applied to other educational area.

Pallotti, G., Ferrari, S. & Borghetti, C. (2020), “Raccontare con la penna e con la voce, cosa è uguale e cosa cambia?”. In Voghera, M., Maturi, P. & Rosi, F. (a cura di), Orale e scritto, verbale e non verbale: la multimodalità nell’ora di lezione. Atti del Convegno GISCEL, Università di Salerno, 12-14 aprile 2018. Firenze: Cesati, pp. 213-226.

L''articolo presenta una sperimentazione educativa realizzata nell’A.S. 2016/2017 all’interno del progetto di formazione e ricerca-azione Osservare l’interlingua (interlingua.comune.re.it). L’intervento didattico, condotto in 32 classi delle scuole primarie e secondarie di primo grado del Comune di Reggio Emilia, propone agli alunni un percorso di osservazione delle caratteristiche della lingua scritta e ora-le per guidarli, attraverso attività di revisione e riscrittura, a migliorare le proprie abilità nella produzione scritta.

Teaching intermediate grade children how to write means teaching them how to write the alphabetical letters, words, lists, phrases, sentences, paragraphs, narrative text, expository text, and writing mechanics (punctuation & grammar). Teaching writing for meaning is teaching children how to express their thoughts in writing, this is the content of their writing, hence, content writing. Teachers plan for and instruct their intermediate grade children to formulate and compose texts within the English language leading them to become proficient in English language fluency.

This online piece in The Conversation explores the need for children to write for pleasure and creatively as a way of enhancing their literacy skills. It challenges narrow or limited views of writing practice in classrooms, and the pedagogy and the policy frameworks behind such narrowness.