Answering the Challenge: SRSD Instruction for Close Reading of Text to Write to Persuade with 4th and 5th Grade Students Experiencing Writing Difficulties

Autor/inn/en	Harris, Karen R.; Ray, Amber; Graham, Steve; Houston, Julia
Titel	Answering the Challenge: SRSD Instruction for Close Reading of Text to Write to Persuade with 4th and 5th Grade Students Experiencing Writing Difficulties
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 32 (2019) 6, S.1459-1482 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harris, Karen R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9910-1
Schlagwörter	Writing Difficulties; Persuasive Discourse; Elementary School Students; Grade 4; Grade 5; Teaching Methods; Essays; Low Income; Writing Instruction; Metacognition; Writing Strategies; Scaffolding (Teaching Technique); Writing Processes; Peer Relationship; Teacher Student Relationship; Writing Evaluation; Writing Improvement; Discussion; Cooperative Learning; Literary Genres + Suchen Sie Ihr Suchwort? Schreibstörung; Persuasion; Persuasive Kommunikation; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht; Niedriglohn; Schreibunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schreibtechnik; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Diskussion; Kooperatives Lernen; Literarische Form
Abstract	We designed and investigated the first set of instructional procedures we are aware of to teach 4th and 5th grade students how to write a persuasive essay following close reading of a source text. Eight boys and girls attending a diverse, low income school who were having difficulty learning to write participated in an experimental multiple-baseline design study. Self-regulated strategy development instruction for close reading of informational text and writing to persuade was situated in the writing process and included discussion, modeling, explicit instruction, scaffolding, collaboration among peers and with teachers, self-regulation of the writing process and affect, and additional components and characteristics. Outcome measures included genre elements, holistic quality, number of words written, and complexity of plans for writing. All students showed meaningful gains on the writing outcomes, with the exception of length, which varied, as predicted. Limitations and directions for future research are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01