Observational learning for narrative writing in elementary school. Text quality and self-efficacy in students with normal hearing and students with hearing loss.

Observational learning for narrative writing in elementary school. Text quality and self-efficacy in students with normal hearing and students with hearing loss

Writing skills are crucial in our society. They should therefore be trained early and developed throughout school with effective methods.
Aim: This dissertation aimed at developing and evaluating an observational learning intervention and a selfefficacy scale for supporting narrative writing in elementary school students with normal hearing (NH) and with hearing loss (HL). The intervention and the scale were developed for possible use in a Swedish school context. Method: A five-lesson observational learning intervention and a self-efficacy scale were developed. Grade 5 students with NH (n=55) and students with HL in Grades 5–8 (n=11) wrote four narrative texts which were rated holistically. Students with NH filled out a self-efficacy scale twice. Verbal working memory capacity (WM), language (sentence) comprehension and reading comprehension were measured. Audiological data was collected for students with HL.
Results: An observational learning intervention for writing and a corresponding self-efficacy scale could be developed and used in the classroom, in line with the Swedish curriculum. Mixed effects regression analysis showed a positive intervention effect on text quality ratings for students with NH. The effect was not sustained at follow-up. Higher WM scores were associated with higher text quality ratings (NH). Higher scores on the reading comprehension test were associated with stronger intervention effects (NH). For students with HL, there were no significant text quality changes. Cognitive and linguistic factors had no overall effects (HL). The students with HL with the highest text quality ratings were amplified earlier than students with the lowest text quality ratings. Female gender was associated with higher text quality ratings (NH and HL). Repeated measures ANOVA showed that self-efficacy for writing increased significantly after the intervention (NH). Students with high text quality ratings had strong self-efficacy (NH). Boys and girls had similar self-efficacy (NH). Conclusion: Observational learning could be implemented in Swedish schools and may complement other structured writing interventions. The reinforcement of new skills may be important for sustained effects, especially for students with poorer language skills. Despite girls’ higher text quality ratings, boys with NH had similar selfefficacy to girls with NH. Writing motivation may increase by observing and identifying with models. The higher text quality in students who were diagnosed with HL earlier underline the importance of early diagnosis of HL for optimal audiological, linguistic and pedagogical support. Adapting, evidence-basing and implementing new teaching practices as well as evidence-basing current methods is important in improving the teaching of writing and strengthening language outcomes. The continuous support of students’ writing development is a question of facilitating their academic achievement in school and their participation in and contribution to a sustainable society.