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Children’s Views about Learning to Write

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Little is known about how younger learners conceive the processes whereby they learn to write. Understanding children’s conceptions of learning is extremely relevant for educational research and practice, as it affects the ways in which they engage in learning activities.

We applied an in-depth interview to 160 primary school children from underprivileged and mid-class families to investigate: How do children’s conceptions of learning to write change throughout primary education (from Kindergarten to seventh grade)? Do children’s sociocultural background and gender have an influence on their conceptions of learning to write?

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