Exploring the Cognition of Reading-to-Write
Abstract
In previous chapters we have explored the complex and highly variable nature of the reading-to-write task. Students may have differing representations of this task that in turn may affect the processes they bring to bear on performing it. Similarly, teachers’ representations of the task may differ from those of their students, yet because they may be unaware of this difference, they may not be giving students the kind of instruction they need to do more highly valued forms of the task.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Stein (1990) identified four major groups of cognitive processes that occur in reading and writing from multiple sources: planning, monitoring, elaborating, and structuring.
“In their seminal work Stein (1990) identified four major groups of cognitive processes that occur in reading and writing from multiple sources: planning, monitoring, elaborating, and structuring.”
From Automatic identification of knowledge‐transforming content in argument essays developed from multiple sources (2021) · cites this paper as Stein (1990)
In Stein's analysis of 36 papers from ill-defined multisource writing tasks, 28 were summaries (knowledge-telling) and 8 were interpretations or syntheses (knowledge-transforming).
“The analysis of 36 papers that participants created revealed that 28 papers were summaries which Stein (1990) operationalized as products of knowledge-telling, and only 8 papers were interpretations or syntheses which Stein (1990) operationalized as products of knowledge-transforming processes.”
From Automatic identification of knowledge‐transforming content in argument essays developed from multiple sources (2021) · cites this paper as Stein (1990)
Cited by
Sorted by citations
Raković, M., Winne, P. H., Marzouk, Z., & Chang, D. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12531 · Cited by 26 · see citing works
- Authors
- Stein, V.
- Corresponding author
- Stein, Victoria
- Venue
- Reading-To-Write
- Publisher
- Oxford University PressNew York, NY
- Published
- 1990-09-20
- Pages
- 119-143
- OpenAlex
- W4388415450
- Cited by
- 18
- References
- 0
- Citations by year
- 2024: 3 · 2023: 1 · 2022: 4 · 2021: 3 · 2012: 3
- FWCI
- 0.00
- Type
- book chapter
- Language
- en
- Open access
- closed
- Topics
- Social Sciences › Education › Writing and Handwriting Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- reading for writing, writing instruction, student representation, teacher representations, cognitive processes in writing
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
