The Self in Self-Regulated Writing of Fourth to Ninth Graders with Dysgraphia

Autor/inn/en	Dunn, Michael; Zajic, Matthew C.; Berninger, Virginia
Titel	The Self in Self-Regulated Writing of Fourth to Ninth Graders with Dysgraphia
Quelle	(2020), (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Learning Disabilities; Writing Skills; Writing Instruction; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Elementary School Students; Secondary School Students; Writing (Composition); Predictor Variables; Writing Difficulties; Self Concept; Self Control; Attention; Writing Assignments; Handwriting; Autobiographies; Identification (Psychology); Achievement Tests; Wechsler Individual Achievement Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Writing skill; Schreibfertigkeit; Schreibunterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Schreibübung; Prädiktor; Schreibstörung; Selbstkonzept; Selbstbeherrschung; Aufmerksamkeit; Handschrift; Autobiography; Autobiografie; Autobiographie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; WIAT; Eignungsprüfung; Eignungstest
Abstract	Dysgraphia, a specific learning disability, impairs legible and automatic letter production by hand, which can interfere with written composing. The goal of the current study was not to investigate effective methods for teaching self-regulated writing to students with dysgraphia, but rather to investigate their self that is involved in their self-regulated writing. Students with dysgraphia in grades 4 to 9 (17 males; 3 females, M = 139.44 months, SD = 12.15) composed six personal narratives about themselves and their relationships with others. Five indicators of self/self-others, informed by Theory of Mind, were coded in the six personal narratives. They also completed normed measures of self-regulation of attention and of written composing. Correlations identified which coded indicators of self/self-others and which measures of attention regulation were significantly related to the same written composing measure to be used as predictors in multiple regressions. Results showed that coded quality of Text Organization (Self Schema in Personal Story) for "My Life Before the School Years" as first predictor AND either Focused or Switching Attention as second predictor jointly accounted for significant variance and each predictor explained unique variance in writing fluency (timed composing). Implications of findings for educational practice and future research are discussed. [This is the online first version of an article published in "International Journal of School & Educational Psychology" (ISSN 2168-3603).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01