The Effect of TRALE (Technology-Rich Authentic Learning Environments) onYoung Urban Learners’ Intentionality in Writing

Agnes Cave*, Frank R. Yekovich**
*-** Department of Education, The Catholic University of America.
Periodicity:January - March'2010
DOI : https://doi.org/10.26634/jet.6.4.1108

Abstract

The purpose of this study was to examine the effect of TRALE (Technology-Rich Authentic Learning Environments) on children’s writing development by tracing the logical sequence of how TRALE fostered goal-directed behavior and planning that resulted in initiating and maintaining cognitive components until a written product was completed. The subjects were young African-American 3rd graders in a low-performing, low SES urban public school. Student essays were analyzed using Meyer’s (1975) prose analysis method applying rhetorical predicates and role relations.The multivariate and subsequent univariate tests indicated that bey the end of the school year theTRALE students’ essays became quantitatively and qualitatively superior (syntactically and rhetorically more coherent and complex) to products whose authors were instructed in a more traditional classroom.

Keywords

Literacy Instruction, Composing Processes, Writing Development, Cognition, Learning Community, At-Risk Students.

How to Cite this Article?

Agnes Cave and Frank R. Yekovich (2010). The Effect Of Trale (Technology-Rich Authentic Learning Environments) On Young Urban Learners' Intentionality In Writing. i-manager’s Journal of Educational Technology, 6(4), 17-42. https://doi.org/10.26634/jet.6.4.1108

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