Abstracts - Earli

different domains of learning and across different types of learners - might question the search forinstructional "principles" in general.The first principles: Conclusions and discussionJeroen van Merriënboer, OUNL, NetherlandsIn the final presentation of this symposium the presenter’s answers to the following questions aresynthesized: Are important principles missing? Are some principles superfluous? Does the listingof principles makes any sense or should we be looking at integrated sets of principles? Is theeffectiveness of principles not actually mediated by learner-related characteristics such asexpertise? And, last but not least, are first principles of instruction helpful to the field ofinstructional design or should we take another route?C 329 August 2007 08:30 - 10:30Room: 0.87 MarxSIG Invited SymposiumReading during writingChair: Åsa Wengelin, Lund University, SwedenOrganiser: Åsa Wengelin, Lund University, SwedenOrganiser: Denis Alamargot, University of Poitiers, FranceDiscussant: Kris Spelman Miller, University of Reading, United KingdomDiscussant: Marie Stevenson, University of Sidney, AustraliaWriting is a frequent and important activity in work life as well as in school and the importance ofwriting has probably increased with the use of computers. Some examples of typical writingactivities in class are composing, answering questions and scoring/commenting on tests andstudent/peer papers. In order to improve the teaching of writing we need more knowledge aboutthe cognitive processes that underlie text production. One important part of the writing process isreading. Students extract information from sources in order to compose a paper, they read thequestions of a test and they read other students’ papers during peer review sessions. Teachersundertake similar reading activities while for example reading and scoring students’ papers andtests. However, students and teachers do not only read texts written by others. They reread theirown compositions, test answers and comments in order to edit and improve them but also in orderto continue their writing in a coherent way. In this symposium we will focus on the process of"reading during writing". All papers in the symposium have used eye-tracking in combination withdifferent methods of recording writing in order to investigate where readers look when theyperform different writing tasks. Torrance and Galbraith investigate the reading behaviour ofuniversity students who are composing argumentative texts. Johansson et al compare reading andwriting behaviours of keyboard gazers and monitor gazers. Alamargot et al investigate the processof writing from sources. Quinlan et al study sentence composing and error detection during proofreading. Finally, Solheim and Uppstad have investigated the process of students’ reading whileanswering test questions.– 123 –