Improving the Writing and Knowledge of Emergent Writers: The Effects of Self-Regulated Strategy Development

Autor/inn/en	Zumbrunn, Sharon; Bruning, Roger
Titel	Improving the Writing and Knowledge of Emergent Writers: The Effects of Self-Regulated Strategy Development
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 26 (2013) 1, S.91-110 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-012-9384-5
Schlagwörter	Writing Skills; Grade 1; Writing Strategies; Learning Strategies; Self Management; Intervention; Creative Writing; Story Telling; Writing Instruction; Writing Achievement; Beginning Writing; Childrens Writing; Interviews; Pretests Posttests; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Schreibtechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Kreatives Schreiben; Schreibunterricht; Erstschreibunterricht; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Interviewing; Interviewtechnik; Unterrichtserfolg
Abstract	The purpose of this study was to investigate the effectiveness of implementing the Self-Regulated Strategy Development (SRSD) model of instruction (Graham & Harris, 2005; Harris & Graham, 1996) on the writing skills and knowledge of six first grade students. A multiple-baseline design across participants with multiple probes (Kazdin, 2010) was used to test the effectiveness of the SRSD intervention, which included story writing and self-regulation strategy instruction. All students wrote stories in response to picture prompts during the baseline, instruction, post-instruction, and maintenance phases and stories were assessed for essential story components, length, and overall quality. Participants also participated in brief interviews during the baseline and post-instruction phases. Results indicated that SRSD can be beneficial for first grade writers. Participants wrote stories that contained more essential components, were longer, and of better quality after SRSD instruction. Participants also showed improvement in writing knowledge from pre- to post-instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10