What is the impact of peer-assisted sentence-combining teaching on primary pupils' writing performance?

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What are the implications of this study for my practice?

In completing this digest its authors began to ask the following questions about implications for practitioners:

explicit tuition in, and practice of, sentence combining helped pupils in the study to improve their story writing – could you try out the techniques described in your own classroom and evaluate the effects on your own pupils’ progress?
peer tutoring seemed to be an effective way of helping pupils to understand and practise new skills – could you extend your pupils’ use of similar paired activities?
teachers in this American study used a three-part lesson structure that seemed quite effective: direct instruction in a new skill, teacher-guided practice and practice in pairs (peer assisted practice) – how does this compare with your own experience of literacy teaching?
the tuition which gave explicit instruction in parts of speech and other aspects of grammar, practise in choosing apt and interesting words to complete gaps in sentences, and which encouraged pupils to be consciously aware of all this whilst story writing led to disappointing results in this study – to what extent do you agree with the researchers’ suggestion that the young writers simply had too much to think about?

In completing this digest its authors began to ask the following questions about implications for school leaders:

the programme of instruction on sentence combining was effective, but lasted for thirty lessons – in view of teachers’ anxiety to cover National Curriculum requirements, what support could you offer staff who might wish to learn from the study? What revisions might be necessary to implement useful aspects of the study efficiently?

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What impact did sentence-combining instruction have on pupils' writing skills? What techniques were used in the intervention? How were all the lessons designed? How did the teaching in the two groups (sentence combining and grammar) differ? How was the research carried out? How were the findings measured? What are the implications of this study for my practice? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader What is the impact of peer-assisted sentence-combining teaching on primary pupils' writing performance? This digest found in English Send to a friend Word doc 60KB Printer friendly Collate for later What are the implications of this study for my practice? In completing this digest its authors began to ask the following questions about implications for practitioners: explicit tuition in, and practice of, sentence combining helped pupils in the study to improve their story writing – could you try out the techniques described in your own classroom and evaluate the effects on your own pupils’ progress? peer tutoring seemed to be an effective way of helping pupils to understand and practise new skills – could you extend your pupils’ use of similar paired activities? teachers in this American study used a three-part lesson structure that seemed quite effective: direct instruction in a new skill, teacher-guided practice and practice in pairs (peer assisted practice) – how does this compare with your own experience of literacy teaching? the tuition which gave explicit instruction in parts of speech and other aspects of grammar, practise in choosing apt and interesting words to complete gaps in sentences, and which encouraged pupils to be consciously aware of all this whilst story writing led to disappointing results in this study – to what extent do you agree with the researchers’ suggestion that the young writers simply had too much to think about? In completing this digest its authors began to ask the following questions about implications for school leaders: the programme of instruction on sentence combining was effective, but lasted for thirty lessons – in view of teachers’ anxiety to cover National Curriculum requirements, what support could you offer staff who might wish to learn from the study? What revisions might be necessary to implement useful aspects of the study efficiently?