Using Scaffolded Guidance to Train Students in Independent Writing

Abstract

To lead students towards independent writing, the technique of scaffolded guidance was employed at two levels: within tasks (gradually decreasing the level of teacher support) and between tasks (progressively increasing the level of task complexity). Assessment based on accuracy and fluency showed that student writing ability improved after the training. Further analysis revealed that these improvements came in areas requiring low levels of cognitive ability {spelling and punctuation) while those requiring higher order cognitive skills (grammar and content) improved the least. Factors influencing the writing process included the level of student co-operation and the closeness with which the writing model was followed.