Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/13703
Title: 
Establishing the cognitive writing profile of academically lower-achieving students in Singapore: Why is it important?
Authors: 
Keywords: 
Writing process
Instruction
Writer profile
Differentiation
Low-achieving
Issue Date: 
2013
Citation: 
Law, J. S. P. (2013). Establishing the cognitive writing profile of academically lower-achieving students in Singapore: Why is it important? Journal of Reading and Literacy, 5, 51-66.
Abstract: 
A cognitive writing profile describes how a writer learns to write. In this paper, the author reviews the process of writing, factors affecting the writing process, literature surrounding profile of academically weaker students, and instruction on writing as a lead-in to a recommendation to develop the cognitive writing profile of lower-achieving students in the upper primary level. Given the complexity and importance of writing, this paper summarises what is already known of the process of writing and the attributes of academically weaker students, and discusses the need for a cognitive writer profile via establishing a cognitive equation for writing for academically weaker students in Singapore. In a world where literacy opens the world, where reading and writing is the foundation of literacy, the author highlights the significance of addressing the gap in research that will contribute to and document the writing learning process of lower-achieving students.
URI: 
Appears in Collections:Journal Articles

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