An aptitude–treatment interaction approach to writing-to-learn |
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| Authors: | Marleen Kieft Gert Rijlaarsdam Huub van den Bergh |
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| Institution: | aGraduate School of Teaching and Learning, University of Amsterdam, Spinozastraat 55, 1018 HJ Amsterdam, The Netherlands;bUtrecht Institute of Linguistics, Utrecht University, The Netherlands |
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| Abstract: | In this article, we propose to link the study of writing-to-learn to the theory of aptitude–treatment interaction (ATI). In an experimental study we examined the effects of a course on “Writing-to-learn about literary stories” consisting of writing tasks adapted to either a planning or a revising writing strategy. We hypothesized that the effects of writing-to-learn tasks depend on the interaction between students' preferred writing strategy and the type of writing instruction, matching or mismatching students' writing strategy. Our match hypothesis was in the main confirmed: results indicated that adapting writing tasks to students' writing strategies increases their learning in the field of literature. |
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| Keywords: | Aptitude– treatment interaction Writing-to-learn Writing strategies Writing about literature Secondary education |
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