Roundtable 2

Abstract

Tracing Reading–Writing Processes in Swedish and Math Classrooms; a longitudinal studyThe project intends to study the reading and writing processes that underpin academic success in two core subjects: Swedish and mathematics. In a longitudinal design it investigates (a) to what extent these processes are subject-specific or shared across subjects, (b) how they develop from Grades 7–9 among L1 and L2 students, and (c) which process characteristics best predict performance within and across subjects over time. We use Hayes’ model (2012) as a cross-domain problem-solving framework to compare Swedish reading–writing tasks and mathematical reasoning in writing.Drawing on a sample of 150 students followed from Grade 7 to Grade 9, the study combines six waves of curriculum-aligned tasks in Swedish and mathematics with fine-grained process data. Keystroke logging (Inputlog) is used to capture pausing, revision, source use and text production dynamics as students read, plan, write and solve problems on computer-based tasks (Vandermeulen et al., 2023). These traces are linked to concurrent and later measures of task performance and school achievement to model growth and change.The roundtable invites participants to think with us about issues on task design and measurement questions that are crucial for moving the study forward:(1) which framework(s) for task classification are suitable for selecting and structuring tasks in Swedish and mathematics in terms of constituting processes following Hayes 2012?(2) provided the tasks we will bring to the round table and show for mathematics, to what extent do you think these articulate writing; do we need to re-vise these?(3) which process indicators (number and distribution of pauses, revision, switches between reading and writing, fluency) would you propose for capturing the process of mathematical reasoning in writing?ReferencesHayes, J. R. (2012). Modeling and remodeling writing. Written communication, 29(3), 369- 388.Vandermeulen, N., Van Steendam, E., De Maeyer, S., & Rijlaarsdam, G. (2023). Writing process feedback based on keystroke logging and comparison with examples: Effects on the quality and process of synthesis texts. Written Communication, 40(1), 90-144.