Araştırma Makalesi
BibTex RIS Kaynak Göster

Developing Informational Text Writing Skills of Gifted Students by Leveraging Writing Strategies

Yıl 2023, Cilt: 16 Sayı: 3, 641 - 673, 28.07.2023

Ömer Erbasan Hakan Dedeoğlu

https://doi.org/10.30831/akukeg.1257444
Cited By: 1

Öz

Designed as action research, this qualitative study aims to develop the informational text writing skills of gifted students through the strategies of “all about” books and frames for writing biographies. The study group of the research consists of 21 gifted 4th grade students studying in the field of general mental ability in a Science and Art Center in the spring semester of the 2020-2021 academic year. An eight-week action plan was prepared to support the development of these students' ability to write informational texts. The first 4 weeks are planned with our “all about” books, the last 4 weeks with the strategies of biography writing frameworks. The data were collected with student and teacher diaries, observer reports, student products and Informational Text Writing Rubric. Content analysis was used in the analysis of the collected data. The analysis of the data revealed that while the informational text writing skills of the students were at a moderate level at the beginning, they reached a high level at the end of the process. Based on the findings, some suggestions were presented to teachers and researchers to improve students' ability to write informational texts.

Anahtar Kelimeler

writing skills all about books frames for writing biographies gifted students.

Kaynakça

  • Aiesi, S. C. (2016). All about us: process-based writing in a first-grade classroom [Master of Arts in Education]. Saint Mary’s College.
  • Aktaş, Ş., & Gündüz, O. (2015). Yazılı ve sözlü anlatım okuma-dinleme-konuşma yazma (20. Baskı). Akçağ Yayınları.
  • Akyol, H. (2020). Programa uygun Türkçe öğretim yöntemleri (10. Baskı). Pegem Akademi.
  • All About Books (2023). https://www.thecurriculumcorner.com/thekindercorner/writingallabout-books/
  • Antonacci, P., & O’Callaghan, C. (2012). Essential strategies for teaching writing across the curriculum. Sage.
  • Ataman, A. (2011). Özel gereksinimli çocuklar ve özel eğitime giriş [Children with special needs and introduction to special education]. Gündüz Eğitim Yayıncılık.
  • Beydoğan, H. Ö. (2011). Effects of mind map supported cognitive preparation on expository writing. Journal of Kırşehir Education Faculty, 12(4), 1-23.
  • Bi, B. (2020). The effect of self-regulated strategy development model on improving gifted students’ story writing skills [Master’s thesis]. Hacettepe Universty, Ankara.
  • Bilgin, S. (2018). The situations of application of writing methods and techniques of Turkish teachers in Turkish education program (6th-8th grades) [Master’s thesis]. Mersin Universty, Mersin.
  • Brabham, E., Boyd, P., & Edgington, W. D. (2000). Sorting it out: Elementary students’ responses to fact and fiction in informational storybooks as read-alouds for science and social studies. Reading Research and Instruction, 39, 265-290. https://doi.org/10.1080/19388070009558326
  • Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher’s classroom practices in writing: A national survey. Reading and Writing, 29(5), 929-954. https://doi.org/10.1007/s11145-015-9604-x
  • Butterfield, E. C., Hacker, D., & Albertson, L. R. (1996). Environmental, cognitive, and metacognitive influences on text revision: Assessing the evidence. Educational Psychology Review, 8, 239-298.
  • Chalk, J. C., Hagan-Burke, S., & Burke, M. D. (2005). The effects of self-regulated strategy development on the writing process for high school students with learning disabilities. Learning Disability Quarterly, 28(1), 75-87. https://doi.org/10.2307/4126974
  • Collins, N. D., & Cross, T. L. (1993). Teaching the writing process to gifted and talented students. Gifted Child Today, 16(3), 22–23.
  • Collins, N. D., & Parkhurst, L. (1996). Teaching strategies for gifted children in the regular classroom. Roeper Review, 18, 277–279.
  • Connelly, V., Dockrell, J. E., Walter, K., & Critten, S. (2012). Predicting the quality of composition and written language bursts from oral language, spelling and handwriting skills in children with and without specific language impairment. Written Communication, 29(3), 278-302. https://doi.org/10.1177/0741088312451109
  • Corbett, P., & Strong, J. (2011). Talk for writing across the curriculum: How to teach non-fiction writing 5-12 years. McGraw-Hill Education.
  • Dedeoğlu, H. (2019). İlkokullarda çocuk kitapları ve dergileri [Children’s books and magazines in primary schools]. In M. Gönen (Ed.), Erken çocukluk döneminde çocuk edebiyatı [Children’s literature in early childhood] (5th ed., pp. 285-304). Eğiten Kitap.
  • Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202-224. https://doi.org/10.1598/RRQ.35.2.1
  • Duke, N. K. (2011). Ask the expert. The Reading Teacher, 64(3), 215.
  • Duke, N. K. (2016). Project-Based Instruction: A Great Match for Informational Texts. American Educator, 40(3), 4-12.
  • Duke, N. K., & Billman, A. K. (2009). Informational text difficulty for beginning readers. E. H. Hiebert & M. Sailors (Ed.), Finding the right texts: What works for beginning and struggling readers (pp. 109-128). Guilford Press.
  • Duke, N. K., & Tower, C. (2004). Nonfiction texts for young readers. J. V. Hoffman & D. L. Schallert (Ed.), The texts in elementary classrooms (pp. 125-144). Lawrence Erlbaum Associates.
  • Duran, E., & Özdil, Ş. (2020). Determining the informative text writing skill levels of fourth grade primary school students. Research in Reading & Writing Instruction, 8(1), 21-31. https://doi.org/10.35233/oyea.696288
  • Feldman, D. (1993). Child prodigies: A distinctive form of the giftedness. Gifted Child Quarterly, 37(4), 188-193.
  • Festas, I., Oliveira, A. L., Rebelo, J. A., Damião, M. H., Harris, K., & Graham, S. (2015). Professional development in self-regulated strategy development: Effects on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology, 40, 17-27. https://doi.org/10.1016/j.cedpsych.2014.05.004
  • Fırat, H. (2012). Place of children literature in Turkish education: The sample of biography. Muğla Sıtkı Koçman University Journal of Social Sciences, 29, 44-56.
  • Goodwin, B., & Miller, K. (2012). Nonfiction reading promotes student success. Educational Leadership, 70(4), 80-82.
  • Hebert, M., Bazis, P., Bohaty, J. J., Roehling, J. V., & Nelson, J. R. (2021). Examining the impacts of the structures writing intervention for teaching fourth-grade students to write informational text. Reading and Writing, 34(7), 1711-1740.
  • Özmen, R. G. (2006). Uyarlanmış bilişsel strateji öğretiminin zihinsel engelli öğrencilerin yazılı ifade sürecinde kullanılan üstbilişsel strateji bilgisini kazanmalarında etkisi [The effect of adaptive cognitive strategy teaching on students with intellectual disabilities gaining metacognitive strategy knowledge used in the written expression process.]. Ankara University Faculty of Educational Sciences Journal of Special Education, 7(2), 49-66. https://doi.org/10.1501/Ozlegt_0000000101
  • Kana, F., & Şener, G. E. (2021). The effect of writing techniques on middle school students’ informative text writing skills. Milli Eğitim Dergisi, 50(231), 353-382. https://doi.org/10.37669/milliegitim.737742
  • Kaptan, A. (2016). Determine the fifth grade students’ persuasive writing skills levels [Master’s thesis]. Eskişehir Osmangazi University, Eskişehir.
  • Karakoç Öztürk, B. (2012). The study of writing anxiety of the elementary school students in terms of various variables. Journal of Çukurova University Institute of Social Sciences, 21(2), 59-72.
  • Kletzien, S. B., & Szabo, R. J. (1998, December). Information text or narrative text? Children’s preferences revisited. Paper presented at the meeting of the National Reading Conference, Austin, TX.
  • Maloch, B. (2008). Beyond exposure: The uses of informational texts in a second grade classroom. Research in the Teaching of English, 42(3), 315-362.
  • Maloch, B., & Bomer, R. (2013). Informational texts and the common core standards: What are we talking about anyway? Language Arts, 90(3), 205-211.
  • Maloch, B., & Zapata, A. (2014). “I’m the leader”: Third-graders’ meaning-making and social interactions during informational text reading. Journal of School Connections, 5(1), 77-102.
  • Marinak, B., & Gambrell, L. (2009). Ways to teach about informational text. Social Studies and the Young Learner, 22(1), 19-22.
  • Mason, L. H., Snyder, K. H., Sukhram, D. P., & Kedem, Y. (2006). TWA+ PLANS strategies for expository reading and writing: Effects for nine fourth-grade students. Exceptional Children, 73(1), 69-89.
  • Master, D. L. (1983). Writing and the gifted child. Gifted Child Quarterly, 27(4), 162-168.
  • Mathia, K. (2015). Impact of an afterschool science ebook club for gifted and talented elementary students [Doctoral dissertation]. St. John’s University, New York.
  • MEB (Millî Eğitim Bakanlığı) (2019). Türkçe dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Turkish lesson curriculum (primary and secondary school grades 1, 2, 3, 4, 5, 6, 7 and 8)]. MEB.
  • Minaz, M. B., & Taş, H. (2020). Effect of biography-based values education on the attitudes of 4th grade primary school students towards the value of patriotism. Pegem Journal of Education and Instruction, 10(2), 555–592. https://doi.org/10.14527/pegegog.2020.019
  • Morgan, H. (2009). Picture book biographies for young children: A way to teach multiple perspectives. Early Childhood Education Journal, 37, 219-227.
  • Moss, B. (2008). The information text gap: The mismatch between non-narrative text types in basal readers and 2009 NAEP recommended guidelines. Journal of Literacy Research, 40(2), 201-219. https://doi.org/10.1080/10862960802411927
  • Murry, K., Kavimandan, S., Herrera, S. G., & Holmes, M. (2021). Phenomenological research on biography-driven instruction use in highly diverse classrooms. Teacher Education Quarterly, 48(2), 7-23.
  • Müldür, M. (2017). The effect of self-regulated writing instruction on middle school students’ informative writing skills, self-regulated writing skills, and self-efficacy perception [Doctoral dissertation]. Gazi University, Ankara.
  • Müldür, M., & Çevik, A. (2019). The analysis of secondary school students’ informative writing skills. Journal of Social Sciences of Mus Alparslan University, 7(5), 141-149. https://doi.org/10.18506/anemon.520992
  • National Commission on Writing. (2003). The neglected “R”: The need for a writing revolution. The report of the national commission on writing in America’s schools and colleges. https://files.eric.ed.gov/fulltext/ED475856.pdf
  • National Center for Education Statistics (NCES) (2011). The nation’s report card: Civics 2010. Institute of Education Sciences. U.S. Department of Education. https://files.eric.ed.gov/fulltext/ED519208.pdf
  • Okatan, Ö., & Özer, D. A. (2020). Describing the writing skills of the first grade elementary school students. Journal of Mother Tongue Education, 8(3), 720-731.
  • Olthouse, J. M. (2010). Talented young writers’ relationships with writing [Doctoral dissertation]. The University of Toledo, USA.
  • Özcan, B., Kontaş, H., & Polat, M. (2020). Investigating creative writing skills of gifted and talented students. International Journal of Turkish Literature Culture Education, 9(3), 1262-1272.
  • Özsoy, Y. (2015). Writing anxiety in gifted secondary school students [Master’s thesis]. Sakarya University, Sakarya.
  • Pappas, C.C., Varelas, M., Barry, A., & Rife, A. (2003). Dialogic inquiry around information texts: The role of intertextuality in constructing scientific understandings in urban primary classrooms. Linguistics and Education, 13(4), 435-482. https://doi.org/10.1016/S0898-5898(03)00004-4
  • Pappas, C. (2006). The information book genre: Its role in integrated science literacy research and practice. Reading Research Quarterly, 41(2), 226-250. https://doi.org/10.1598/RRQ.41.2.4
  • Pinterest. (2023). All about books. https://tr.pinterest.com/search/pins/?q=all%20about&rs=typed&term_meta%5b%5d=all%7Ctyped&term_meta%5b%5d=about%7Ctyped
  • Powell, P. R. (2009). Retention and writing instruction: Implications for access and pedagogy. College Composition and Communication, 60(4), 664-682.
  • Saluk, N., & Pilav, S. (2018). Üstün yeteneklilerde yaratıcı yazma becerilerinin geliştirilmesi üzerine bir araştırma [A research on the development of creative writing skills in gifted students.]. Journal of Kırşehir Education Faculty, 19(3), 2191-2215. https://doi.org/10.29299/kefad.2018.19.03.011
  • Smolkin, L. B., & Donovan, C. A. (2003). Supporting comprehension acquisition for emerging and struggling readers: The interactive information book read-aloud. Exceptionality, 11(2), 25–38. https://doi.org/10.1207/S15327035EX1101_3
  • Spaulding, D. T., & Falco, J. (2012). Action research for school leaders. Pearson.
  • Stringer, E. T. (2014). Action research (4th ed.). Sage Publications.
  • Şahin, C. (2020). “Deus ex machina” in creative writing examples of gifted students”. Journal of Mother Tongue Education, 8(2), 611-627. https://doi.org/10.16916/aded.682529
  • Şener, G. E., & Kana, F. (2018). The effect of writing techniques on middle school students’ informative text writing skills. Milli Eğitim Dergisi, 50(231), 353-382. https://doi.org/10.37669/milliegitim.737742
  • Şengül, M. (2015). The relationship between writing dispositions and intelligence domains of gifted students. International Journal of Higher Education, 4(4), 207-215. https://doi.org/10.5430/ijhe.v4n4p207
  • Temel, S., & Katrancı, M. (2019). The relationship between written expression skills, attitudes towards writing and writing anxiety of primary school students. International Journal of Euroasian Research, 7(17), 322-356. https://doi.org/10.33692/avrasyad.590688
  • Tetik, T. (2020). Digital storytelling activities in supporting writing skills of gifted primary school students: an action research [Doctoral dissertation]. Burdur Mehmet Akif Ersoy University, Burdur.
  • The Kinder Corner (2023). “All about” books: writing unit of study. https://www.thecurriculumcorner.com/thekindercorner/writingall-about-books/
  • Tok, M., & Ünlü, S. (2014). Evaluation of the writing skill problems in accordance with elementary, middle and high school teachers’ opinion comparatively. Electronic Journal of Social Sciences, 13(50), 73-95. https://doi.org/10.17755/esosder.04506
  • Tok, R., & Erdoğan, Ö. (2017). Investigating the Primary School 2nd, 3rd and 4th Grade Students’ Skills of Writing. YYU Journal of Education Faculty, 14(1), 1003-1024. http://dx.doi.org/10.23891/efdyyu.2017.37
  • Ungan, S. (2007). Development of and importance of writing skills. Erciyes University Journal of Social Sciences Institute, 1(23), 461-472.
  • Uygun, M. (2012). The effects of self regulated strategy development on writing expression, self regulation of writing, retention and writing attitude [Doctoral dissertation]. Hacettepe University, Ankara.
  • Webster, P. S. (2009). Exploring the literature of fact. The Reading Teacher, 62, 662-671. https://doi.org/10.1598/RT.62.8.4
  • Wollman-Bonilla, J. E. (2000). Teaching science writing to first graders: “Genre learning and recontextualization.” Research in the Teaching of English, 35(1), 35-65. Yaylacık, A. (2014). Highly gifted 5th grade students’ narrative text writing skills [Master thesis]. Mustafa Kemal University, Hatay. Yaylı, D., & Solak, M. (2014). Views of teachers on the writing activities in middle school textbooks and teacher’s books of Turkish language. Turkish Studies, 9(6), 1139-1151. http://dx.doi.org/10.7827/TurkishStudies.6624 Yates, C. M., Berninger, V. W., & Abbott, R. D. (1995). Specific writing disabilities in intellectually gifted children. Journal for the Education of the Gifted, 18(2), 131-155. https://doi.org/10.1177/016235329501800203 Yopp, R. H., & Yopp, H. K. (2006). Informational texts as read-alouds at school and home. Journal of Literacy Research, 38(1), 37-51. https://doi.org/10.1207/s15548430jlr3801_2

Yıl 2023, Cilt: 16 Sayı: 3, 641 - 673, 28.07.2023

Ömer Erbasan Hakan Dedeoğlu

https://doi.org/10.30831/akukeg.1257444
Cited By: 1

Öz

Kaynakça

  • Aiesi, S. C. (2016). All about us: process-based writing in a first-grade classroom [Master of Arts in Education]. Saint Mary’s College.
  • Aktaş, Ş., & Gündüz, O. (2015). Yazılı ve sözlü anlatım okuma-dinleme-konuşma yazma (20. Baskı). Akçağ Yayınları.
  • Akyol, H. (2020). Programa uygun Türkçe öğretim yöntemleri (10. Baskı). Pegem Akademi.
  • All About Books (2023). https://www.thecurriculumcorner.com/thekindercorner/writingallabout-books/
  • Antonacci, P., & O’Callaghan, C. (2012). Essential strategies for teaching writing across the curriculum. Sage.
  • Ataman, A. (2011). Özel gereksinimli çocuklar ve özel eğitime giriş [Children with special needs and introduction to special education]. Gündüz Eğitim Yayıncılık.
  • Beydoğan, H. Ö. (2011). Effects of mind map supported cognitive preparation on expository writing. Journal of Kırşehir Education Faculty, 12(4), 1-23.
  • Bi, B. (2020). The effect of self-regulated strategy development model on improving gifted students’ story writing skills [Master’s thesis]. Hacettepe Universty, Ankara.
  • Bilgin, S. (2018). The situations of application of writing methods and techniques of Turkish teachers in Turkish education program (6th-8th grades) [Master’s thesis]. Mersin Universty, Mersin.
  • Brabham, E., Boyd, P., & Edgington, W. D. (2000). Sorting it out: Elementary students’ responses to fact and fiction in informational storybooks as read-alouds for science and social studies. Reading Research and Instruction, 39, 265-290. https://doi.org/10.1080/19388070009558326
  • Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher’s classroom practices in writing: A national survey. Reading and Writing, 29(5), 929-954. https://doi.org/10.1007/s11145-015-9604-x
  • Butterfield, E. C., Hacker, D., & Albertson, L. R. (1996). Environmental, cognitive, and metacognitive influences on text revision: Assessing the evidence. Educational Psychology Review, 8, 239-298.
  • Chalk, J. C., Hagan-Burke, S., & Burke, M. D. (2005). The effects of self-regulated strategy development on the writing process for high school students with learning disabilities. Learning Disability Quarterly, 28(1), 75-87. https://doi.org/10.2307/4126974
  • Collins, N. D., & Cross, T. L. (1993). Teaching the writing process to gifted and talented students. Gifted Child Today, 16(3), 22–23.
  • Collins, N. D., & Parkhurst, L. (1996). Teaching strategies for gifted children in the regular classroom. Roeper Review, 18, 277–279.
  • Connelly, V., Dockrell, J. E., Walter, K., & Critten, S. (2012). Predicting the quality of composition and written language bursts from oral language, spelling and handwriting skills in children with and without specific language impairment. Written Communication, 29(3), 278-302. https://doi.org/10.1177/0741088312451109
  • Corbett, P., & Strong, J. (2011). Talk for writing across the curriculum: How to teach non-fiction writing 5-12 years. McGraw-Hill Education.
  • Dedeoğlu, H. (2019). İlkokullarda çocuk kitapları ve dergileri [Children’s books and magazines in primary schools]. In M. Gönen (Ed.), Erken çocukluk döneminde çocuk edebiyatı [Children’s literature in early childhood] (5th ed., pp. 285-304). Eğiten Kitap.
  • Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202-224. https://doi.org/10.1598/RRQ.35.2.1
  • Duke, N. K. (2011). Ask the expert. The Reading Teacher, 64(3), 215.
  • Duke, N. K. (2016). Project-Based Instruction: A Great Match for Informational Texts. American Educator, 40(3), 4-12.
  • Duke, N. K., & Billman, A. K. (2009). Informational text difficulty for beginning readers. E. H. Hiebert & M. Sailors (Ed.), Finding the right texts: What works for beginning and struggling readers (pp. 109-128). Guilford Press.
  • Duke, N. K., & Tower, C. (2004). Nonfiction texts for young readers. J. V. Hoffman & D. L. Schallert (Ed.), The texts in elementary classrooms (pp. 125-144). Lawrence Erlbaum Associates.
  • Duran, E., & Özdil, Ş. (2020). Determining the informative text writing skill levels of fourth grade primary school students. Research in Reading & Writing Instruction, 8(1), 21-31. https://doi.org/10.35233/oyea.696288
  • Feldman, D. (1993). Child prodigies: A distinctive form of the giftedness. Gifted Child Quarterly, 37(4), 188-193.
  • Festas, I., Oliveira, A. L., Rebelo, J. A., Damião, M. H., Harris, K., & Graham, S. (2015). Professional development in self-regulated strategy development: Effects on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology, 40, 17-27. https://doi.org/10.1016/j.cedpsych.2014.05.004
  • Fırat, H. (2012). Place of children literature in Turkish education: The sample of biography. Muğla Sıtkı Koçman University Journal of Social Sciences, 29, 44-56.
  • Goodwin, B., & Miller, K. (2012). Nonfiction reading promotes student success. Educational Leadership, 70(4), 80-82.
  • Hebert, M., Bazis, P., Bohaty, J. J., Roehling, J. V., & Nelson, J. R. (2021). Examining the impacts of the structures writing intervention for teaching fourth-grade students to write informational text. Reading and Writing, 34(7), 1711-1740.
  • Özmen, R. G. (2006). Uyarlanmış bilişsel strateji öğretiminin zihinsel engelli öğrencilerin yazılı ifade sürecinde kullanılan üstbilişsel strateji bilgisini kazanmalarında etkisi [The effect of adaptive cognitive strategy teaching on students with intellectual disabilities gaining metacognitive strategy knowledge used in the written expression process.]. Ankara University Faculty of Educational Sciences Journal of Special Education, 7(2), 49-66. https://doi.org/10.1501/Ozlegt_0000000101
  • Kana, F., & Şener, G. E. (2021). The effect of writing techniques on middle school students’ informative text writing skills. Milli Eğitim Dergisi, 50(231), 353-382. https://doi.org/10.37669/milliegitim.737742
  • Kaptan, A. (2016). Determine the fifth grade students’ persuasive writing skills levels [Master’s thesis]. Eskişehir Osmangazi University, Eskişehir.
  • Karakoç Öztürk, B. (2012). The study of writing anxiety of the elementary school students in terms of various variables. Journal of Çukurova University Institute of Social Sciences, 21(2), 59-72.
  • Kletzien, S. B., & Szabo, R. J. (1998, December). Information text or narrative text? Children’s preferences revisited. Paper presented at the meeting of the National Reading Conference, Austin, TX.
  • Maloch, B. (2008). Beyond exposure: The uses of informational texts in a second grade classroom. Research in the Teaching of English, 42(3), 315-362.
  • Maloch, B., & Bomer, R. (2013). Informational texts and the common core standards: What are we talking about anyway? Language Arts, 90(3), 205-211.
  • Maloch, B., & Zapata, A. (2014). “I’m the leader”: Third-graders’ meaning-making and social interactions during informational text reading. Journal of School Connections, 5(1), 77-102.
  • Marinak, B., & Gambrell, L. (2009). Ways to teach about informational text. Social Studies and the Young Learner, 22(1), 19-22.
  • Mason, L. H., Snyder, K. H., Sukhram, D. P., & Kedem, Y. (2006). TWA+ PLANS strategies for expository reading and writing: Effects for nine fourth-grade students. Exceptional Children, 73(1), 69-89.
  • Master, D. L. (1983). Writing and the gifted child. Gifted Child Quarterly, 27(4), 162-168.
  • Mathia, K. (2015). Impact of an afterschool science ebook club for gifted and talented elementary students [Doctoral dissertation]. St. John’s University, New York.
  • MEB (Millî Eğitim Bakanlığı) (2019). Türkçe dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Turkish lesson curriculum (primary and secondary school grades 1, 2, 3, 4, 5, 6, 7 and 8)]. MEB.
  • Minaz, M. B., & Taş, H. (2020). Effect of biography-based values education on the attitudes of 4th grade primary school students towards the value of patriotism. Pegem Journal of Education and Instruction, 10(2), 555–592. https://doi.org/10.14527/pegegog.2020.019
  • Morgan, H. (2009). Picture book biographies for young children: A way to teach multiple perspectives. Early Childhood Education Journal, 37, 219-227.
  • Moss, B. (2008). The information text gap: The mismatch between non-narrative text types in basal readers and 2009 NAEP recommended guidelines. Journal of Literacy Research, 40(2), 201-219. https://doi.org/10.1080/10862960802411927
  • Murry, K., Kavimandan, S., Herrera, S. G., & Holmes, M. (2021). Phenomenological research on biography-driven instruction use in highly diverse classrooms. Teacher Education Quarterly, 48(2), 7-23.
  • Müldür, M. (2017). The effect of self-regulated writing instruction on middle school students’ informative writing skills, self-regulated writing skills, and self-efficacy perception [Doctoral dissertation]. Gazi University, Ankara.
  • Müldür, M., & Çevik, A. (2019). The analysis of secondary school students’ informative writing skills. Journal of Social Sciences of Mus Alparslan University, 7(5), 141-149. https://doi.org/10.18506/anemon.520992
  • National Commission on Writing. (2003). The neglected “R”: The need for a writing revolution. The report of the national commission on writing in America’s schools and colleges. https://files.eric.ed.gov/fulltext/ED475856.pdf
  • National Center for Education Statistics (NCES) (2011). The nation’s report card: Civics 2010. Institute of Education Sciences. U.S. Department of Education. https://files.eric.ed.gov/fulltext/ED519208.pdf
  • Okatan, Ö., & Özer, D. A. (2020). Describing the writing skills of the first grade elementary school students. Journal of Mother Tongue Education, 8(3), 720-731.
  • Olthouse, J. M. (2010). Talented young writers’ relationships with writing [Doctoral dissertation]. The University of Toledo, USA.
  • Özcan, B., Kontaş, H., & Polat, M. (2020). Investigating creative writing skills of gifted and talented students. International Journal of Turkish Literature Culture Education, 9(3), 1262-1272.
  • Özsoy, Y. (2015). Writing anxiety in gifted secondary school students [Master’s thesis]. Sakarya University, Sakarya.
  • Pappas, C.C., Varelas, M., Barry, A., & Rife, A. (2003). Dialogic inquiry around information texts: The role of intertextuality in constructing scientific understandings in urban primary classrooms. Linguistics and Education, 13(4), 435-482. https://doi.org/10.1016/S0898-5898(03)00004-4
  • Pappas, C. (2006). The information book genre: Its role in integrated science literacy research and practice. Reading Research Quarterly, 41(2), 226-250. https://doi.org/10.1598/RRQ.41.2.4
  • Pinterest. (2023). All about books. https://tr.pinterest.com/search/pins/?q=all%20about&rs=typed&term_meta%5b%5d=all%7Ctyped&term_meta%5b%5d=about%7Ctyped
  • Powell, P. R. (2009). Retention and writing instruction: Implications for access and pedagogy. College Composition and Communication, 60(4), 664-682.
  • Saluk, N., & Pilav, S. (2018). Üstün yeteneklilerde yaratıcı yazma becerilerinin geliştirilmesi üzerine bir araştırma [A research on the development of creative writing skills in gifted students.]. Journal of Kırşehir Education Faculty, 19(3), 2191-2215. https://doi.org/10.29299/kefad.2018.19.03.011
  • Smolkin, L. B., & Donovan, C. A. (2003). Supporting comprehension acquisition for emerging and struggling readers: The interactive information book read-aloud. Exceptionality, 11(2), 25–38. https://doi.org/10.1207/S15327035EX1101_3
  • Spaulding, D. T., & Falco, J. (2012). Action research for school leaders. Pearson.
  • Stringer, E. T. (2014). Action research (4th ed.). Sage Publications.
  • Şahin, C. (2020). “Deus ex machina” in creative writing examples of gifted students”. Journal of Mother Tongue Education, 8(2), 611-627. https://doi.org/10.16916/aded.682529
  • Şener, G. E., & Kana, F. (2018). The effect of writing techniques on middle school students’ informative text writing skills. Milli Eğitim Dergisi, 50(231), 353-382. https://doi.org/10.37669/milliegitim.737742
  • Şengül, M. (2015). The relationship between writing dispositions and intelligence domains of gifted students. International Journal of Higher Education, 4(4), 207-215. https://doi.org/10.5430/ijhe.v4n4p207
  • Temel, S., & Katrancı, M. (2019). The relationship between written expression skills, attitudes towards writing and writing anxiety of primary school students. International Journal of Euroasian Research, 7(17), 322-356. https://doi.org/10.33692/avrasyad.590688
  • Tetik, T. (2020). Digital storytelling activities in supporting writing skills of gifted primary school students: an action research [Doctoral dissertation]. Burdur Mehmet Akif Ersoy University, Burdur.
  • The Kinder Corner (2023). “All about” books: writing unit of study. https://www.thecurriculumcorner.com/thekindercorner/writingall-about-books/
  • Tok, M., & Ünlü, S. (2014). Evaluation of the writing skill problems in accordance with elementary, middle and high school teachers’ opinion comparatively. Electronic Journal of Social Sciences, 13(50), 73-95. https://doi.org/10.17755/esosder.04506
  • Tok, R., & Erdoğan, Ö. (2017). Investigating the Primary School 2nd, 3rd and 4th Grade Students’ Skills of Writing. YYU Journal of Education Faculty, 14(1), 1003-1024. http://dx.doi.org/10.23891/efdyyu.2017.37
  • Ungan, S. (2007). Development of and importance of writing skills. Erciyes University Journal of Social Sciences Institute, 1(23), 461-472.
  • Uygun, M. (2012). The effects of self regulated strategy development on writing expression, self regulation of writing, retention and writing attitude [Doctoral dissertation]. Hacettepe University, Ankara.
  • Webster, P. S. (2009). Exploring the literature of fact. The Reading Teacher, 62, 662-671. https://doi.org/10.1598/RT.62.8.4
  • Wollman-Bonilla, J. E. (2000). Teaching science writing to first graders: “Genre learning and recontextualization.” Research in the Teaching of English, 35(1), 35-65. Yaylacık, A. (2014). Highly gifted 5th grade students’ narrative text writing skills [Master thesis]. Mustafa Kemal University, Hatay. Yaylı, D., & Solak, M. (2014). Views of teachers on the writing activities in middle school textbooks and teacher’s books of Turkish language. Turkish Studies, 9(6), 1139-1151. http://dx.doi.org/10.7827/TurkishStudies.6624 Yates, C. M., Berninger, V. W., & Abbott, R. D. (1995). Specific writing disabilities in intellectually gifted children. Journal for the Education of the Gifted, 18(2), 131-155. https://doi.org/10.1177/016235329501800203 Yopp, R. H., & Yopp, H. K. (2006). Informational texts as read-alouds at school and home. Journal of Literacy Research, 38(1), 37-51. https://doi.org/10.1207/s15548430jlr3801_2
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Ömer Erbasan 0000-0001-7852-2747

Hakan Dedeoğlu 0000-0003-2436-7010

Erken Görünüm Tarihi 26 Temmuz 2023
Yayımlanma Tarihi 28 Temmuz 2023
Gönderilme Tarihi 27 Şubat 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 16 Sayı: 3

Kaynak Göster

APA Erbasan, Ö., & Dedeoğlu, H. (2023). Developing Informational Text Writing Skills of Gifted Students by Leveraging Writing Strategies. Journal of Theoretical Educational Science, 16(3), 641-673. https://doi.org/10.30831/akukeg.1257444

Cited By

Bilgilendirici Metin Yazma Üzerine Yürütülen Araştırmaların Eğilimleri
Korkut Ata Türkiyat Araştırmaları Dergisi
https://doi.org/10.51531/korkutataturkiyat.1343661
 Kapak Resmi İndir