Writing out loud: modelled writing as a pedagogical tool

This study examines the research and pedagogical knowledge base behind modelled writing or thinking aloud when writing.

Writing is positioned as a verb and an act of creative problem solving. Through this lens, modelling is framed as the means of learning to think like a writer by hearing a writer think. The context of the English education system is examined and finds a lack of policy priority in writing this century and an almost exclusive focus on reading. International research is examined that
shows a wide and historical knowledge base that is beginning to be drawn upon in England. A comprehensive review and synthesis of the literature from the fields of literacy, pedagogy and metacognition examines the key influences behind this approach. The voice of the child and teacher is sought throughout and implications for practice are explored.

Using a bridge analogy, this study situates modelled writing as the uniting factor between several states that allows a child to develop as a writer. Modelling is an exposition of HOW TO write. It is a
step beyond composing out loud: it is an educator deliberately making visible the skills needed to manage simultaneously the complex cognitive processes involved in writing.

The key findings of this study are itemised and underpin the recommendations for policy, practice and further research.