The Impact of Self-Regulated Strategy Development on the Writing Performance of English Learners

Autor/inn/en	Cuenca-Carlino, Yojanna; Gozur, Marielena; Jozwik, Sara; Krissinger, Emma
Titel	The Impact of Self-Regulated Strategy Development on the Writing Performance of English Learners
Quelle	In: Reading & Writing Quarterly, 34 (2018) 3, S.248-262 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2017.1407977
Schlagwörter	English Language Learners; Metacognition; Essays; Writing Strategies; Interviews; Student Attitudes; Teaching Methods; Grade 2; Grade 3; Elementary School Students; Intervention; Disabilities; Writing Evaluation; Special Education Teachers; Educational Researchers; Correlation; Writing Instruction; Experimental Groups; Scores; Statistical Analysis + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Essay; Aufsatzunterricht; Schreibtechnik; Interviewing; Interviewtechnik; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Korrelation; Schreibunterricht; Statistische Analyse
Abstract	Nine 2nd- and 3rd-grade English learners with and without disabilities received instruction on opinion essays using the self-regulated strategy development (SRSD) model of instruction. A special education teacher/researcher implemented the intervention with high fidelity 5 days a week for 25 min per session. We used a single-subject multiple-probe design replicated across groups to examine the effects of the intervention. We collected data on the number of opinion writing components included in each essay, essay quality, and total words written. Results showed a functional relation between SRSD instruction and the number of opinion essay components students included in their essays after SRSD instruction. In addition, all students' essays were of a better quality and contained a greater number of words at postinstruction. Student interviews revealed overall satisfaction with the SRSD instruction they had received. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01