Abstract:
A cognitively based instructional program for
narrative writing was developed. The effects of using
cognitively based schematic planning organizers at the
pre-writing stage were evaluated using subjects from the
Primary, Junior and Intermediate divisions.
Results indicate that the use of organizers based
on problem solving significantly improved the organization
and the overall quality of narrative writing for students
in grades 3, 6 and 7. The magnitude of the improvement
of the treatment group over the control group performance
in Organization ranged from 10.7% to 22.9%.
Statistical and observational data indicate many
implications for further research into the cognitive basis
for writing and reading; for the improvement and evaluation
of school writing programs; for the design of school
curricula; and for the inservice education for teachers of
writing.
