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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: PDF
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
FullText Links:
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  Data: Improving the Writing and Knowledge of Emergent Writers: The Effects of Self-Regulated Strategy Development
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  Data: <searchLink fieldCode="AR" term="%22Zumbrunn%2C+Sharon%22">Zumbrunn, Sharon</searchLink><br /><searchLink fieldCode="AR" term="%22Bruning%2C+Roger%22">Bruning, Roger</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Reading+and+Writing%3A+An+Interdisciplinary+Journal%22"><i>Reading and Writing: An Interdisciplinary Journal</i></searchLink>. Jan 2013 26(1):91-110.
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  Data: 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
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  Data: PDF
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  Data: 20
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Strategies%22">Writing Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Writing%22">Creative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Telling%22">Story Telling</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Achievement%22">Writing Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Writing%22">Beginning Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Writing%22">Childrens Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: 10.1007/s11145-012-9384-5
– Name: ISSN
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  Data: 0922-4777
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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        Value: 10.1007/s11145-012-9384-5
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      – Text: English
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        PageCount: 20
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      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Grade 1
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      – SubjectFull: Writing Strategies
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Writing Achievement
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      – SubjectFull: Instructional Effectiveness
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      – TitleFull: Improving the Writing and Knowledge of Emergent Writers: The Effects of Self-Regulated Strategy Development
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