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Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicólogos del Principado de Asturias).
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The online management of writing processes and their contribution to text quality in upper-primary students

Paula López1, Mark Torrance2, and Raquel Fidalgo1

1 Universidad de León and
2 Nottingham Trent University

Background: The online management of writing processes is an important factor related to the composition of high-quality texts. In the present study we analysed the time that upper-primary students devoted to writing processes, the distribution of those processes during composition and the contribution of both aspects to text quality. Method: 120 upper-primary students were asked to write an argumentative text in pairs under thinking aloud conditions. Verbalizations were analysed considering different writing processes and sub-processes. Results: Upper-primary students rarely used planning and revising processes. Planning, which basically involved content generation, was mostly activated at the beginning of the writing task. Revision, which mainly included reading, appeared at the end. The time devoted to writing processes or the time at which they were activated had no effect on text quality. Conclusions: Not only did upper-primary students make little use of planning and revising processes, it was also ineffective. Thus, there is a need to provide them with high-quality instruction in school from early on.

La distribución temporal de los procesos de escritura y su contribución a la calidad textual al final de Educación Primaria. Antecedentes: el manejo temporal de los procesos de escritura es un factor importante que influye en la composición de textos de calidad. En este estudio se analiza el tiempo que los estudiantes de 5º-6º de Primaria dedican a los procesos de escritura, su distribución temporal durante la composición y en qué medida ambos aspectos contribuyen a la calidad textual. Método: 120 estudiantes de 5º-6º de Primaria escribieron un texto argumentativo en parejas usando pensamiento en voz alta. Las verbalizaciones fueron analizadas en base a diferentes procesos y subprocesos de escritura. Resultados: los estudiantes hacen escaso uso de procesos de planificación y revisión textual. La planificación, relacionada principalmente con la generación de información, suele activarse al inicio del proceso de escritura. La revisión, que básicamente implica lectura, aparece al final del proceso escritor. El tiempo empleado por los escritores en los diferentes procesos o el momento en que son activados durante la composición no se relaciona con la calidad textual. Conclusiones: los estudiantes de 5º-6º de Primaria no solo hacen un escaso uso de procesos de planificación y revisión, sino que este es ineficaz. Por ello, es necesario instruir al alumnado en el uso de dichos procesos desde edades tempranas.

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