Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process?
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| Title: | Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process? |
|---|---|
| Authors: | Rodríguez-Málaga, Lucía1,2 (AUTHOR), Rodríguez, Celestino1 (AUTHOR) rodriguezcelestino@uniovi.es, Fidalgo, Raquel2 (AUTHOR) |
| Source: | Reading & Writing. Sep2021, Vol. 34 Issue 7, p1769-1790. 22p. |
| Subject Terms: | *Writing education, *Writing processes, *Lesson planning, *Elementary schools, *Elementary education |
| Abstract: | The principal aim of strategy-focused instruction is to teach students strategies to control their writing processes and achieve quality writing. For this purpose, nine 4th grade Elementary School classes from three different schools (N = 215) were randomly allocated to two forms of strategy-focused program called cognitive self-regulation instruction (CSRI). The full-CSRI (experimental condition 1, n = 72) taught students a strategic approach to set appropriate product goals along with planning strategies. However, in the brief-CSRI (experimental condition 2, n = 69), the direct teaching of planning procedures was removed. These two experimental conditions were compared with a control condition (n = 74). We used a pre-test/post-test design and we also collected a maintenance writing performance 7 months after the intervention. Writing performance was holistically evaluated through reader-based measures made up of aspects related to structure, coherence, and quality. Only the full-CSRI condition wrote better compare–contrast texts than the control group in both the short term and at the maintenance timepoint. The study discusses the effects of the intervention on each measure and whether or not it is necessary to train process strategies. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 151665109 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rodríguez-Málaga%2C+Lucía%22">Rodríguez-Málaga, Lucía</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rodríguez%2C+Celestino%22">Rodríguez, Celestino</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> rodriguezcelestino@uniovi.es</i><br /><searchLink fieldCode="AR" term="%22Fidalgo%2C+Raquel%22">Fidalgo, Raquel</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Sep2021, Vol. 34 Issue 7, p1769-1790. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+processes%22">Writing processes</searchLink><br />*<searchLink fieldCode="DE" term="%22Lesson+planning%22">Lesson planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The principal aim of strategy-focused instruction is to teach students strategies to control their writing processes and achieve quality writing. For this purpose, nine 4th grade Elementary School classes from three different schools (N = 215) were randomly allocated to two forms of strategy-focused program called cognitive self-regulation instruction (CSRI). The full-CSRI (experimental condition 1, n = 72) taught students a strategic approach to set appropriate product goals along with planning strategies. However, in the brief-CSRI (experimental condition 2, n = 69), the direct teaching of planning procedures was removed. These two experimental conditions were compared with a control condition (n = 74). We used a pre-test/post-test design and we also collected a maintenance writing performance 7 months after the intervention. Writing performance was holistically evaluated through reader-based measures made up of aspects related to structure, coherence, and quality. Only the full-CSRI condition wrote better compare–contrast texts than the control group in both the short term and at the maintenance timepoint. The study discusses the effects of the intervention on each measure and whether or not it is necessary to train process strategies. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=151665109 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-020-10088-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 1769 Subjects: – SubjectFull: Writing education Type: general – SubjectFull: Writing processes Type: general – SubjectFull: Lesson planning Type: general – SubjectFull: Elementary schools Type: general – SubjectFull: Elementary education Type: general Titles: – TitleFull: Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rodríguez-Málaga, Lucía – PersonEntity: Name: NameFull: Rodríguez, Celestino – PersonEntity: Name: NameFull: Fidalgo, Raquel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 34 – Type: issue Value: 7 Titles: – TitleFull: Reading & Writing Type: main |
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