The impact of peer-The impact of peer-assisted sentence-assisted sentence-combining teaching combining teaching on primary pupils’ on primary pupils’ writingwriting

Key issue addressed by the studyKey issue addressed by the study This US study explored tThis US study explored the effectiveness of two methods he effectiveness of two methods

of teaching writing skills:of teaching writing skills:– sentence-combining sentence-combining – grammar instruction grammar instruction

Both methods were integrated with peer supportBoth methods were integrated with peer support

Differences found in pupils’ writing Differences found in pupils’ writing performanceperformance The study found that sentence-combining The study found that sentence-combining

instruction plus peer support had a instruction plus peer support had a positive impact on young writers of all positive impact on young writers of all abilities. Pupils were:abilities. Pupils were:– twice as likely to combine two sentences twice as likely to combine two sentences

using a grammatically correct structure than using a grammatically correct structure than their counterparts who received grammar their counterparts who received grammar instructioninstruction

– more likely to revise their papers by combining more likely to revise their papers by combining sentences, which improved the quality of their sentences, which improved the quality of their writingwriting

Theory underpinning sentence-Theory underpinning sentence-combiningcombining Pupils need to be taught about sentence formation and Pupils need to be taught about sentence formation and

grammar grammar When pupils are able to form sentences it frees up mental When pupils are able to form sentences it frees up mental

capacity for other writing processes such as planningcapacity for other writing processes such as planning Sentence combining is primarily a revising skill useful for Sentence combining is primarily a revising skill useful for

making improvements to existing textmaking improvements to existing text

The teaching strategiesThe teaching strategies For each teaching group For each teaching group

(sentence-combining and (sentence-combining and grammar):grammar):– pupil pairs were taught by student pupil pairs were taught by student

teachers for 30 lessonsteachers for 30 lessons

– the teacher first explained and the teacher first explained and modelled the new writing proceduremodelled the new writing procedure

– then the teachers provided then the teachers provided guidance as pupils practised the guidance as pupils practised the techniquestechniques

– finally pupil peers acted as coaches finally pupil peers acted as coaches to support one another’s learning to support one another’s learning

Teacher-guided practiceTeacher-guided practice

With guidance from their teacher:With guidance from their teacher:– pupupils worked in pairs and practised the new work pils worked in pairs and practised the new work

orallyorally– this was followed by writing down their sentences this was followed by writing down their sentences

individually individually – gragrammar pupils discussed the best words to mmar pupils discussed the best words to

complete a sentence in which target parts of speech complete a sentence in which target parts of speech were missingwere missing

– pupils in the sentence-combining group applied their pupils in the sentence-combining group applied their new procedure for combining sentences in writingnew procedure for combining sentences in writing

Pupils supported peers learning by Pupils supported peers learning by taking on a coaching roletaking on a coaching role

Pupils worked in pairs and took it in turns to coach each other Pupils worked in pairs and took it in turns to coach each other Coaches were provided with cards bearing the following instructions:Coaches were provided with cards bearing the following instructions:

– read the sentence(s) aloudread the sentence(s) aloud– decide either the best word to fit in the gap in the sentence, or the best way to combine decide either the best word to fit in the gap in the sentence, or the best way to combine

the sentencesthe sentences– write down the answerwrite down the answer– read the new sentenceread the new sentence

Coaches offered ideas if the sentence was not grammatically correct Coaches offered ideas if the sentence was not grammatically correct The pupils swapped roles once the sentence was written correctlyThe pupils swapped roles once the sentence was written correctly

How teachers taught sentence-How teachers taught sentence-combiningcombining Example - Pupils were initially told to combine two sentences with a cue Example - Pupils were initially told to combine two sentences with a cue

(but) at the end of the sentence for them to place before the marked text:(but) at the end of the sentence for them to place before the marked text:They tried to put the worm in their bag.They tried to put the worm in their bag.

The worm The worm did not fitdid not fit in their bag. (but) in their bag. (but) Answer: “Answer: “They tried to put the worm in their bag, but the worm did not fitThey tried to put the worm in their bag, but the worm did not fit .”.” Another example from later lessons: “Another example from later lessons: “The students all cheeredThe students all cheered” and “” and “The The

movie stoppedmovie stopped” combined to “” combined to “They all cheered when the movie stoppedThey all cheered when the movie stopped”” (creating complex sentences by embedding an adverbial clause in a creating complex sentences by embedding an adverbial clause in a sentence) sentence)

How teachers taught grammar How teachers taught grammar Grammar teaching covered how to use parts of speech (e.g. Grammar teaching covered how to use parts of speech (e.g.

descriptive nouns, verbs, adjectives, adverbs, subjects and descriptive nouns, verbs, adjectives, adverbs, subjects and predicates)predicates)

Writing and revising in pairs a short story using the various Writing and revising in pairs a short story using the various parts of speech - with support for planning in the form of parts of speech - with support for planning in the form of options for characters, settings, topics and concluding options for characters, settings, topics and concluding sentences sentences

Independent story-writing inspired by a picture, including Independent story-writing inspired by a picture, including making revisions using the parts of speech they had been making revisions using the parts of speech they had been taughttaught

Who were the children in the study?Who were the children in the study? Forty-four eleven year-olds from nine classrooms in three schools were divided into more Forty-four eleven year-olds from nine classrooms in three schools were divided into more

skilled and less writers skilled and less writers Pupils were randomly assigned to two groups: sentence combining or grammar instruction, Pupils were randomly assigned to two groups: sentence combining or grammar instruction,

with an equal number of more and less skilled writers in each group with an equal number of more and less skilled writers in each group Reading, oral language skills and pupil ability between pupils in the two groups were similarReading, oral language skills and pupil ability between pupils in the two groups were similar

How was the information gathered?How was the information gathered?

Pupils completed a five-item progress monitoring test Pupils completed a five-item progress monitoring test during the fifth lesson of each unit during the fifth lesson of each unit

Writing quality assessed by scoring the first and second Writing quality assessed by scoring the first and second drafts of a storydrafts of a story

Pupils' writing skills measured in relation to: Pupils' writing skills measured in relation to: – sentence combiningsentence combining– quality and length of writingquality and length of writing– number and type of revisions made to improve worknumber and type of revisions made to improve work

How can teachers use the evidence in How can teachers use the evidence in this study?this study?

Explicit teaching and teacher and then pupil supported Explicit teaching and teacher and then pupil supported practice of sentence combining helped pupils improve practice of sentence combining helped pupils improve their story writing – could you try out these techniques their story writing – could you try out these techniques with your own pupils and evaluate the effects?with your own pupils and evaluate the effects?

Peer tutoring seemed to be effective in helping pupils to Peer tutoring seemed to be effective in helping pupils to master new skills – could you extend your pupils’ use of master new skills – could you extend your pupils’ use of similar paired problem solving to increase their similar paired problem solving to increase their independence and self reliance as learners? independence and self reliance as learners?

How can school leaders use the How can school leaders use the evidence in this study?evidence in this study? The teaching programme on sentence combining was The teaching programme on sentence combining was

effective, but lasted for thirty lessons – in view of effective, but lasted for thirty lessons – in view of teachers’ natural anxiety to cover National Curriculum teachers’ natural anxiety to cover National Curriculum requirements:requirements:– what revisions or collaboration between teachers what revisions or collaboration between teachers

might be necessary to implement useful aspects of might be necessary to implement useful aspects of the study efficiently in your school?the study efficiently in your school?

– How might sentence combining be integrated with How might sentence combining be integrated with other lesson content?other lesson content?

Follow-up readingFollow-up reading

Study reference: Study reference: What is the impact of peer-assisted What is the impact of peer-assisted sentence-combining teaching on primary pupils’ writing sentence-combining teaching on primary pupils’ writing performance? Saddler, B. and Graham, S. (2005) performance? Saddler, B. and Graham, S. (2005) Journal of Journal of Educational PsychologyEducational Psychology, 97 (1), 2005, pp. 43-54., 97 (1), 2005, pp. 43-54.

[Original title: The effects of peer-assisted sentence-[Original title: The effects of peer-assisted sentence-combining instruction on the writing performance of more and combining instruction on the writing performance of more and less skilled young writers]less skilled young writers]

Summary available at: Summary available at: http://www.standards.dfes.gov.uk/research/themes/English/peerassisted/

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