Scaffolding Summary Writing through the 'Reading to Learn' Pedagogy.
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| Title: | Scaffolding Summary Writing through the 'Reading to Learn' Pedagogy. |
|---|---|
| Authors: | Li, Huifang1 hli24@une.edu.au, Wijeyewardene, Ingrid2, Stackhouse, Susan1 |
| Source: | RELC Journal. Aug2025, Vol. 56 Issue 2, p305-317. 13p. |
| Subject Terms: | *Comprehensive instruction (Reading), *Scaffolded instruction, *Teaching methods, *Online reading programs, *Higher education, Abstracting |
| Abstract: | Summary writing is a core competency for students pursuing university studies, but the demands of the reading-to-writing process can be fraught for those students new to the university context, particularly international students for whom English is an additional language. This paper reports on a study that investigated the effectiveness of using the Reading to Learn (R2L) pedagogy for students' summary writing in an online environment. International English as an additional language students enrolled in four separate iterations of an advanced academic literacy unit offered by an Australian university, and were taught academic reading and summary writing online using the R2L pedagogy. Pre- and post-tests were administered in the first and last weeks of the unit each trimester. In the weeks between the tests, tutorials (2 h×9 weeks) consisted of structured and scaffolded teacher–student interactions, which guided the students through reading and summarising and moved from a high level of teacher input to greater student independence in the reading-to-writing process. Results found significant improvement in students' abilities to comprehend and summarise key ideas from a source text and to write grammatically sound and complex sentences. However, the instruction did not show any impact on cohesion, vocabulary or punctuation. Despite the limitations of the study, the results confirm previous results as to the value of R2L, which provides a scaffolded approach to reading and writing. [ABSTRACT FROM AUTHOR] |
| Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187145426 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Scaffolding Summary Writing through the 'Reading to Learn' Pedagogy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Li%2C+Huifang%22">Li, Huifang</searchLink><relatesTo>1</relatesTo><i> hli24@une.edu.au</i><br /><searchLink fieldCode="AR" term="%22Wijeyewardene%2C+Ingrid%22">Wijeyewardene, Ingrid</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Stackhouse%2C+Susan%22">Stackhouse, Susan</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22RELC+Journal%22">RELC Journal</searchLink>. Aug2025, Vol. 56 Issue 2, p305-317. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Comprehensive+instruction+%28Reading%29%22">Comprehensive instruction (Reading)</searchLink><br />*<searchLink fieldCode="DE" term="%22Scaffolded+instruction%22">Scaffolded instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+reading+programs%22">Online reading programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Abstracting%22">Abstracting</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Summary writing is a core competency for students pursuing university studies, but the demands of the reading-to-writing process can be fraught for those students new to the university context, particularly international students for whom English is an additional language. This paper reports on a study that investigated the effectiveness of using the Reading to Learn (R2L) pedagogy for students' summary writing in an online environment. International English as an additional language students enrolled in four separate iterations of an advanced academic literacy unit offered by an Australian university, and were taught academic reading and summary writing online using the R2L pedagogy. Pre- and post-tests were administered in the first and last weeks of the unit each trimester. In the weeks between the tests, tutorials (2 h×9 weeks) consisted of structured and scaffolded teacher–student interactions, which guided the students through reading and summarising and moved from a high level of teacher input to greater student independence in the reading-to-writing process. Results found significant improvement in students' abilities to comprehend and summarise key ideas from a source text and to write grammatically sound and complex sentences. However, the instruction did not show any impact on cohesion, vocabulary or punctuation. Despite the limitations of the study, the results confirm previous results as to the value of R2L, which provides a scaffolded approach to reading and writing. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/00336882231226281 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 305 Subjects: – SubjectFull: Comprehensive instruction (Reading) Type: general – SubjectFull: Scaffolded instruction Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Online reading programs Type: general – SubjectFull: Higher education Type: general – SubjectFull: Abstracting Type: general Titles: – TitleFull: Scaffolding Summary Writing through the 'Reading to Learn' Pedagogy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Li, Huifang – PersonEntity: Name: NameFull: Wijeyewardene, Ingrid – PersonEntity: Name: NameFull: Stackhouse, Susan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00336882 Numbering: – Type: volume Value: 56 – Type: issue Value: 2 Titles: – TitleFull: RELC Journal Type: main |
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