A Comparison of Text Structure and Self-Regulated Writing Strategies for Composing from Sources by Middle School Students

Autor/inn/en	Reynolds, Gillian A.; Perin, Dolores
Titel	A Comparison of Text Structure and Self-Regulated Writing Strategies for Composing from Sources by Middle School Students
Quelle	In: Reading Psychology, 30 (2009) 3, S.265-300 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Middle School Students; Text Structure; Writing Strategies; Writing Instruction; Conventional Instruction; Writing (Composition); Comparative Analysis; Academic Discourse; Social Studies; Instructional Materials; Expository Writing; Metacognition; Intervention + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Textstruktur; Schreibtechnik; Schreibunterricht; Schreibübung; Discourse; Diskurs; Gemeinschaftskunde; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	This study compared two techniques for teaching middle school students to compose from expository text sources, a common but difficult academic writing task. Classroom social studies content was used. Text structure instruction (TSI), which focused on text characteristics using graphic organizers, was compared with PLAN & WRITE for Summarization (PWS), a self-regulated strategy development intervention adapted from De La Paz (1999), which taught note-taking, composing, editing and revision, and self-monitoring. Compared to a traditional instruction control, each technique had unique impact, PWS on writing quality and content knowledge, and PWS on inclusion of main ideas in the written summary. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10