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Improving Informative Writing in Inclusive and Linguistically-Diverse Elementary Classes through Self-Regulated Strategy Development

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Title: Improving Informative Writing in Inclusive and Linguistically-Diverse Elementary Classes through Self-Regulated Strategy Development
Language: English
Authors: Ray, Amber B. (ORCID 0000-0002-6527-7102), Torres, Caroline (ORCID 0000-0002-0093-7552), Cao, Yucheng (ORCID 0000-0002-4842-0667)
Source: Exceptionality. 2023 31(5):319-343.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 25
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Writing (Composition), Writing Skills, Writing Strategies, Elementary School Students, Inclusion, Writing Improvement, Writing Instruction, Special Education, English Language Learners, Writing Evaluation, Scores, Writing Teachers
DOI: 10.1080/09362835.2023.2174119
ISSN: 0936-2835
1532-7035
Abstract: Developing informative writing skills at the elementary level is critical for long-term academic and personal success. This study investigated impacts of a schoolwide implementation of Self-Regulated Strategy Development (SRSD) in inclusive classes to improve elementary students' informative writing and teachers' efficacy and perceptions of teaching SRSD for writing. Eighteen kindergarten through fifth-grade teachers participated in professional development and implemented SRSD with 276 students. Multilevel modeling was used to examine how students' improvement in writing performance varied by their gender, classification (general education -- receiving no additional services, receiving special education services, English Learners [ELs], and special education and EL), and number of lessons received. Student writing was scored for genre elements, holistic quality, total words written, and transition words. Results demonstrate that students in all grades improved on all measures. Gain scores of informative genre elements, holistic quality, and transition words remained significant even after controlling for student gender, classification, and the number of lessons received. In addition, teachers reported feeling more confident and skillful in teaching writing through SRSD.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1402982
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: Improving Informative Writing in Inclusive and Linguistically-Diverse Elementary Classes through Self-Regulated Strategy Development
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  Data: <searchLink fieldCode="AR" term="%22Ray%2C+Amber+B%2E%22">Ray, Amber B.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6527-7102">0000-0002-6527-7102</externalLink>)<br /><searchLink fieldCode="AR" term="%22Torres%2C+Caroline%22">Torres, Caroline</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0093-7552">0000-0002-0093-7552</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cao%2C+Yucheng%22">Cao, Yucheng</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4842-0667">0000-0002-4842-0667</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Exceptionality%22"><i>Exceptionality</i></searchLink>. 2023 31(5):319-343.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 25
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Strategies%22">Writing Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Teachers%22">Writing Teachers</searchLink>
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  Data: 10.1080/09362835.2023.2174119
– Name: ISSN
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  Data: 0936-2835<br />1532-7035
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Developing informative writing skills at the elementary level is critical for long-term academic and personal success. This study investigated impacts of a schoolwide implementation of Self-Regulated Strategy Development (SRSD) in inclusive classes to improve elementary students' informative writing and teachers' efficacy and perceptions of teaching SRSD for writing. Eighteen kindergarten through fifth-grade teachers participated in professional development and implemented SRSD with 276 students. Multilevel modeling was used to examine how students' improvement in writing performance varied by their gender, classification (general education -- receiving no additional services, receiving special education services, English Learners [ELs], and special education and EL), and number of lessons received. Student writing was scored for genre elements, holistic quality, total words written, and transition words. Results demonstrate that students in all grades improved on all measures. Gain scores of informative genre elements, holistic quality, and transition words remained significant even after controlling for student gender, classification, and the number of lessons received. In addition, teachers reported feeling more confident and skillful in teaching writing through SRSD.
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  Data: 2023
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        Value: 10.1080/09362835.2023.2174119
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 319
    Subjects:
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Writing Strategies
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Inclusion
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      – SubjectFull: Writing Improvement
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Special Education
        Type: general
      – SubjectFull: English Language Learners
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      – SubjectFull: Writing Evaluation
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      – SubjectFull: Scores
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      – SubjectFull: Writing Teachers
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      – TitleFull: Improving Informative Writing in Inclusive and Linguistically-Diverse Elementary Classes through Self-Regulated Strategy Development
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            NameFull: Cao, Yucheng
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