Integrating Collaborative Reasoning and Strategy Instruction to Improve Second Graders' Opinion Writing

Autor/inn/en	Traga Philippakos, Zoi A.; MacArthur, Charles A.
Titel	Integrating Collaborative Reasoning and Strategy Instruction to Improve Second Graders' Opinion Writing
Quelle	In: Reading & Writing Quarterly, 36 (2020) 4, S.379-395 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2019.1650315
Schlagwörter	Persuasive Discourse; Grade 2; Elementary School Students; Young Children; Instructional Effectiveness; Writing Strategies; Essays; Self Efficacy; Discussion (Teaching Technique); Professional Development; Public Schools; Charter Schools; Teacher Attitudes; Student Attitudes; Writing Improvement; Thinking Skills; Process Approach (Writing) + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; School year 02; 2. Schuljahr; Schuljahr 02; Frühe Kindheit; Unterrichtserfolg; Schreibtechnik; Essay; Aufsatzunterricht; Self-efficacy; Selbstwirksamkeit; Public school; Öffentliche Schule; Charter school; Charter-Schule; Lehrerverhalten; Schülerverhalten; Denkfähigkeit; Prozessorientiertes Schreiben
Abstract	The purpose of this study was to examine the effects of an approach to teaching opinion writing in the primary grades that combined collaborative reasoning with strategy instruction. Four teachers and 80 students were randomly assigned to treatment and control conditions for 10 days of instruction in opinion writing. Students wrote opinion essays at pretest and posttest, participated in interviews, and completed a self-efficacy questionnaire. Teachers completed an efficacy questionnaire and participated in interviews. Analysis found a statistically significant effect of treatment on overall quality of essays. Analysis of elements found that both groups included more reasons and evidence at posttest, but students in the treatment condition included more elements in the introduction and conclusion. No statistically significant differences were found for student or teacher efficacy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01