Improving the Writing and Knowledge of Emergent Writers: The Effects of Self-Regulated Strategy Development
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| Title: | Improving the Writing and Knowledge of Emergent Writers: The Effects of Self-Regulated Strategy Development |
|---|---|
| Language: | English |
| Authors: | Zumbrunn, Sharon, Bruning, Roger |
| Source: | Reading and Writing: An Interdisciplinary Journal. Jan 2013 26(1):91-110. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 20 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Elementary Secondary Education Grade 1 |
| Descriptors: | 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 |
| DOI: | 10.1007/s11145-012-9384-5 |
| ISSN: | 0922-4777 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2013 |
| Accession Number: | EJ991683 |
| Database: | ERIC |
| 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. |
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| ISSN: | 0922-4777 |
| DOI: | 10.1007/s11145-012-9384-5 |
