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Autor/inn/en | Glaser, Cornelia; Brunstein, Joachim C. |
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Titel | Improving fourth-grade students' composition skills: Effects of strategy instruction and self-regulation procedures. |
Quelle | In: Journal of educational psychology, 99 (2007) 2, S. 297-310Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
Schlagwörter | Evaluation; Grundschule; Schüler; Schule; Evaluation; Hochschule; Erzählen; Leistung; Kreatives Schreiben; Schule; Grundschule; Schüler; Lehrmethode; Lernmethode; Bildungsprogramm; Erzählen; Kreatives Schreiben; Schreibkompetenz; Hochschule; Leistung |
Abstract | Extending S. Graham and K. R. Harris's (2003) self-regulated strategy development model, the present study examined whether self-regulation procedures would increase the effectiveness of a writing strategies training designed to improve 4th-graders' (N = 113) composition skills. Students who were taught composition strategies in conjunction with self-regulation procedures were compared with (1) students who were taught the same strategies but received no instruction in self-regulation and (2) students who received didactic lessons in composition. Both at posttest and at maintenance (5 weeks after the instruction), strategy plus self-regulation students wrote more complete and qualitatively better stories than students in the 2 comparison conditions. They also displayed superior performance at a transfer task requiring students to recall essential parts of an orally presented story. (ZPID). |
Erfasst von | Leibniz-Institut für Psychologie, Trier |
Update | 2008/1 |