In any standard school class there will be a wide range of learning style preferences. To develop a writing curriculum that meets the needs of each style is a pursuit that has been only superficially explored. This study has addressed some of the issues involved in understanding the writing needs of a wide range of styles. It has accomplished this by the researcher studying one class of ten-year-olds through becoming their full-time teacher for one year. A programme of text production was planned and implemented that took the students from monomodal, handwritten texts, via wordprocessed monomodal and partially multimodal texts, to fully multimodal computer-mediated texts. A weak pedagogical framing was deliberately established as the learning environment, and computer technology was constantly available. By observing the changes over a ten-month period and analysing in detail the learning environment that was the same for all 26 students, it has been possible to see strong patterns emerging from the data. This patterning has been matched with the cognitive styles of the students as assessed by a cognitive styles analysis. Some students, mainly those with a strong imager cognitive style and who were struggling or failing with literacy in the monomodal sense, have been shown to require multimodal scaffolding to successfully communicate with texts.
| Identifer | oai:union.ndltd.org:ADTP/189363 |
| Creators | Vincent, John Terence |
| Source Sets | Australiasian Digital Theses Program |
| Detected Language | English |
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