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? |
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| 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] |
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| Database: | Education Research Complete |
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| 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] |
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| ISSN: | 09224777 |
| DOI: | 10.1007/s11145-024-10627-3 |
