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Are the effects of SRSD for first grade writers moderated by initial skills and instructional tier?

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Title: Are the effects of SRSD for first grade writers moderated by initial skills and instructional tier?
Authors: Klein, Perry D.1 (AUTHOR) pklein@uwo.ca, Casola, Madelyn1 (AUTHOR), Dombroski, Jill1 (AUTHOR), Lukewich, Stacey1 (AUTHOR), Thompson, Serena1 (AUTHOR)
Source: Reading & Writing. Dec2025, Vol. 38 Issue 10, p3043-3068. 26p.
Subject Terms: *Handwriting, *Self-regulated learning, *Grade levels, *Academic discourse, *School children, *Comparative studies
Abstract: Recent research has shown that Self-Regulated Strategy Development (SRSD) improves the composition of First Grade writers. The present study investigated whether these effects are moderated by initial writing skills and instructional tier. During Phase 1 of this quasi-experimental study, 52 struggling writers participated in either Tier 1 only, or Tier 1 + Tier 2 transcription instruction. Students in both tiers made significant gains in handwriting fluency (Hedges g = 0.79, p <.001) and spelling (Hedges g = 0.71, p <.001), but gains did not differ significantly by tier. During Phase 2, 110 students, including 26 struggling writers, participated in Tier 1 SRSD instruction in personal narrative writing, while 26 struggling writers participated in Tier 1 + Tier 2 SRSD instruction. Struggling writers in both tiers made significant gains (Hedges g = 0.90, p = < 0.001), but these did not differ significantly by tier. An individual growth model of 110 students in Tier 1 instruction indicated that text quality increased significantly during SRSD (β = 1.01, p <.001). Level of text quality was predicted by WIAT3 Alphabet Fluency (β = 0.06, p =.01), WIAT3 Spelling (β = 0.05, p =.03), pretest text quality (β = 0.43, p <.001), and classes (F = 6.94, p =.01). Initial skills did not significantly predict the growth of text quality, and students across a range of handwriting, spelling and written composition skills made significant gains. These results suggest that SRSD, delivered through either Tier 1 or Tier 2 instruction, contributes to written composition for Grade 1 students with varied levels of initial writing skills. [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.)
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  Data: Are the effects of SRSD for first grade writers moderated by initial skills and instructional tier?
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Klein%2C+Perry+D%2E%22&quot;&gt;Klein, Perry D.&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;i&gt; pklein@uwo.ca&lt;/i&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Casola%2C+Madelyn%22&quot;&gt;Casola, Madelyn&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Dombroski%2C+Jill%22&quot;&gt;Dombroski, Jill&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Lukewich%2C+Stacey%22&quot;&gt;Lukewich, Stacey&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Thompson%2C+Serena%22&quot;&gt;Thompson, Serena&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Reading+%26+Writing%22&quot;&gt;Reading &amp; Writing&lt;/searchLink&gt;. Dec2025, Vol. 38 Issue 10, p3043-3068. 26p.
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  Data: Recent research has shown that Self-Regulated Strategy Development (SRSD) improves the composition of First Grade writers. The present study investigated whether these effects are moderated by initial writing skills and instructional tier. During Phase 1 of this quasi-experimental study, 52 struggling writers participated in either Tier 1 only, or Tier 1 + Tier 2 transcription instruction. Students in both tiers made significant gains in handwriting fluency (Hedges g = 0.79, p &lt;.001) and spelling (Hedges g = 0.71, p &lt;.001), but gains did not differ significantly by tier. During Phase 2, 110 students, including 26 struggling writers, participated in Tier 1 SRSD instruction in personal narrative writing, while 26 struggling writers participated in Tier 1 + Tier 2 SRSD instruction. Struggling writers in both tiers made significant gains (Hedges g = 0.90, p = &lt; 0.001), but these did not differ significantly by tier. An individual growth model of 110 students in Tier 1 instruction indicated that text quality increased significantly during SRSD (β = 1.01, p &lt;.001). Level of text quality was predicted by WIAT3 Alphabet Fluency (β = 0.06, p =.01), WIAT3 Spelling (β = 0.05, p =.03), pretest text quality (β = 0.43, p &lt;.001), and classes (F = 6.94, p =.01). Initial skills did not significantly predict the growth of text quality, and students across a range of handwriting, spelling and written composition skills made significant gains. These results suggest that SRSD, delivered through either Tier 1 or Tier 2 instruction, contributes to written composition for Grade 1 students with varied levels of initial writing skills. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Reading &amp; Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder&#39;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.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11145-024-10627-3
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      – Code: eng
        Text: English
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      – SubjectFull: Handwriting
        Type: general
      – SubjectFull: Self-regulated learning
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      – SubjectFull: Grade levels
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      – SubjectFull: Academic discourse
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      – SubjectFull: School children
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      – TitleFull: Are the effects of SRSD for first grade writers moderated by initial skills and instructional tier?
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              M: 12
              Text: Dec2025
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              Y: 2025
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