Literaturnachweis - Detailanzeige
| Autor/inn/en | Harris, Karen R.; Graham, Steve; Mason, Linda H. |
|---|---|
| Titel | Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development with and without Peer Support |
| Quelle | In: American Educational Research Journal, 43 (2006) 2, S.295-337 (43 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-8312 |
| Schlagwörter | Writing Processes; Writing Strategies; Writing Skills; Writing (Composition); Writing Workshops; Personal Narratives; Low Income Groups; Teaching Models; Performance; Self Control; Urban Schools; Peer Relationship; Writing Improvement; Student Motivation; Grade 2 |
| Abstract | Writing development involves changes that occur in children's strategic behavior, knowledge, and motivation. The authors examined the effectiveness of self-regulated strategy development (SRSD), a strategy instructional model designed to promote development in each of these areas. Instruction focused on planning and writing stories and persuasive essays. The addition of a peer support component to SRSD instruction aimed at facilitating maintenance and generalization effects was also examined. SRSD had a positive impact on the writing performance and knowledge of struggling second-grade writers attending urban schools serving a high percentage of low-income families. In comparison with children in the Writers' Workshop condition, SRSD instructed students were more knowledgeable about writing and evidenced stronger performance in the two instructed genres (story and persuasive writing) as well as two uninstructed genres (personal narrative and informative writing). Moreover, the peer support component augmented SRSD instruction by enhancing specific aspects of students' performance in both the instructed and uninstructed genres. (Contains 7 tables.) (Author). |
| Anmerkungen | American Educational Research Association. 1230 17th Street NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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