Show simple item record  

dc.contributor.authorGlynn, Ted
dc.contributor.authorBerryman, Mere
dc.contributor.authorWeiss, Silomiga
dc.coverage.spatialConference held at Hamilton, New Zealanden_NZ
dc.date.accessioned2009-10-02T01:44:21Z
dc.date.available2009-10-02T01:44:21Z
dc.date.issued2005
dc.identifier.citationGlynn, T., Berryman, M. & Weiss, S. (2005). Responding to the message: Responsive written feedback in a Maori to English transition context. In S. May, M. Franken & R. Barnard (Eds.). LED 2003: 1st International Conference on Language, Education and Diversity, Refereed Conference Proceedings and Keynotes, The University of Waikato, Hamilton, New Zealand, 26-29 November 2003 [CD-ROM]. Hamilton, New Zealand: Wilf Malcolm Institute of Educational Research, The University of Waikato.en
dc.identifier.isbn0958250405
dc.identifier.urihttps://hdl.handle.net/10289/3231
dc.description.abstractThis paper reports on the writing component of a community and school Maori to English literacy transition programme implemented in a kura kaupapa Maori (Maori language immersion school. 21 Year 6, 7 and 8 students received responsive written feedback for their writing in English, over a ten-week period, during their weekly independent writing time. Students’ stories were mailed to a young Maori woman (the third author) in a provincial city 100 kilometres from the kura . She was not known to any of the students prior to the study, but she acted as an interested audience, and responded in writing by focussing on the content or messages in students’ stories. She did not provide any corrective feedback on students’ writing. The study employed an intra-subject multiple-baseline research design across four school terms, with the responsive written feedback being introduced sequentially to each of three student Year groups. Measures were taken of total words written, adventurous words written, as well as holistic ratings of audience impact and language quality. Data demonstrate positive gains in both the quantity and quality of students’ writing, as well as maintenance of high levels of writing accuracy for all Year groups.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWilf Malcolm Institute of Educational Research, The University of Waikatoen
dc.subjectNew Zealanden
dc.subjectMaori educationen
dc.subjectbiliteracyen
dc.subjectbilingual educationen
dc.subjectresponsibe written feedbacken
dc.titleResponding to the message: Responsive written feedback in a Maori to English transition contexten
dc.typeConference Contributionen
dc.relation.isPartOfLED2003 Refereed Conference Proceedings of the 1st International Conference on Language, Education and Diversityen_NZ
pubs.begin-page1en_NZ
pubs.elements-id19040
pubs.end-page14en_NZ
pubs.finish-date2003-11-29en_NZ
pubs.start-date2003-11-26en_NZ


Files in this item

This item appears in the following Collection(s)

Show simple item record