Embedding Explicit Linguistic Instruction in an SRSD Writing Intervention

Autor/inn/en	Salas, Naymé; Pascual, Mariona; Birello, Marilisa; Cross, Anna
Titel	Embedding Explicit Linguistic Instruction in an SRSD Writing Intervention
Quelle	In: Written Communication, 40 (2023) 3, S.857-891 (35 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salas, Naymé)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/07410883231169516
Schlagwörter	Writing Instruction; Teaching Methods; Self Management; Writing Strategies; Grammar; Metalinguistics; Evidence Based Practice; Instructional Effectiveness; Elementary School Students; Grade 2; Grade 4; Scores; Direct Instruction; Foreign Countries; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstmanagement; Schreibtechnik; Grammatik; Metalanguage; Metasprache; Unterrichtserfolg; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Ausland
Abstract	Teaching linguistic aspects relevant to text construction is an essential component of any thorough writing instruction program, despite the conflicting evidence regarding its effectiveness. In this study, 889 second- and fourth-grade students were assigned to one of three conditions: Self-Regulated Development (SRSD), SRSD-connectors (SRSD-C), and business-as-usual (BAU). The experimental conditions addressed planning and self-regulation strategies to write opinion essays, but only the SRSD condition included explicit teaching of connectors (e.g., "because") and discourse markers (e.g., "In conclusion"). Children in both experimental conditions outscored children in the BAU condition across grades and outcome variables. In addition, the SRSD condition showed larger effect sizes on Grade 2 children's gains in text quality, number of genre-appropriate elements, and number of connectors than the SRSD-C condition. The study provides evidence of the effectiveness of explicitly teaching functionally motivated linguistic representations within a SRSD program. Theoretical and educational implications are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01