Transcription as a Foundational Block in Early Text Production in Portugal

• In Event: Content Area Reading Comprehension and Writing in European and American Schools

Abstract

The role of transcription is sometimes downplayed as a mere mechanical aspect in text production. It is not, as an array of research findings allow characterizing transcription as a critical foundational block of early text production (for a review see Graham & Harris, 2000). Specifically, improving transcription skills has been shown to improve text quality (for a comprehensive meta-analysis, see Santangelo & Graham, 2015), allow for efficient cognitive functioning during text production (Alves & Limpo, 2015), favor the adoption of advanced writing strategies (Alves et al., in press), and develop an early sense of writing self-efficacy (Limpo & Alves, 2013), which is crucial for task persistence and writing skill improvement.
In the proposed communication, a synthesis of the extant literature on the role of transcription skills in early text production will be made by highlighting the specific roles that transcription plays in cognitive, strategy development, and motivational aspects engaged in writing development. This foundational role will be illustrated with research findings from a recently completed Portuguese research grant (FCT PTDC/PSI-PCO/110708/2009) that over three empirical studies has used real time logging methods and Self-Regulation Strategy Development instruction (Harris & Graham, 2009) to study and promote writing development of second graders. This communication entails a scholarly view on the role played by transcription skills in early text production and will advocate for a necessary move away from mere mechanical accounts of transcription, which might hinder its proper consideration by researchers and educationalists alike.

Author

• Steve Graham, Arizona State University