A Multi-Component Writing Intervention with and without Peer-Tutoring on Text Production of Diverse Struggling L1 and L2 Writers
Saved in:
| Title: | A Multi-Component Writing Intervention with and without Peer-Tutoring on Text Production of Diverse Struggling L1 and L2 Writers |
|---|---|
| Language: | English |
| Authors: | Anne Barwasser (ORCID |
| Source: | Psychology in the Schools. 2025 62(12):4917-4934. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Writing Skills, Writing (Composition), Elementary School Students, Instructional Materials, Story Telling, Positive Reinforcement, Peer Teaching, Tutoring, Value Added Models, Intervention, Writing Difficulties, Expressive Language, Learning Disabilities, Second Languages, Writing Evaluation, Writing Improvement, Writing Instruction, Instructional Effectiveness, Writing Strategies |
| Geographic Terms: | Germany |
| DOI: | 10.1002/pits.70052 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | Writing proficiency is a global educational challenge, particularly in diverse student populations. This study examined the effectiveness of a multi-component intervention based on the Self-Regulated Strategy Development (SRSD) framework, incorporating graphic organizers, storytelling, and positive reinforcement. Peer tutoring was later integrated to explore its potential added value. The intervention was conducted with eight primary school students (N = 8) in Germany, all of whom demonstrated severe difficulties in expressive writing. Some of these students had learning disabilities (LDs), second language (L2) backgrounds, or both. Using a multiple-baseline (A-B-BC) design over 6 weeks, the study evaluated the intervention's impact on writing quality--assessed via the Teacher Evaluation of Story Elements (TESE)--and writing quantity, measured by total words written. The results showed that writing quality improved considerably across all phases, with further enhancement following the introduction of peer tutoring. Additionally, a significant increase in text quantity was observed during the peer tutoring phase. The findings highlight the effectiveness of SRSD-based multi component instruction with peer support and discuss implications for educational practice, along with limitations of the study. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488691 |
| Database: | ERIC |
| Abstract: | Writing proficiency is a global educational challenge, particularly in diverse student populations. This study examined the effectiveness of a multi-component intervention based on the Self-Regulated Strategy Development (SRSD) framework, incorporating graphic organizers, storytelling, and positive reinforcement. Peer tutoring was later integrated to explore its potential added value. The intervention was conducted with eight primary school students (N = 8) in Germany, all of whom demonstrated severe difficulties in expressive writing. Some of these students had learning disabilities (LDs), second language (L2) backgrounds, or both. Using a multiple-baseline (A-B-BC) design over 6 weeks, the study evaluated the intervention's impact on writing quality--assessed via the Teacher Evaluation of Story Elements (TESE)--and writing quantity, measured by total words written. The results showed that writing quality improved considerably across all phases, with further enhancement following the introduction of peer tutoring. Additionally, a significant increase in text quantity was observed during the peer tutoring phase. The findings highlight the effectiveness of SRSD-based multi component instruction with peer support and discuss implications for educational practice, along with limitations of the study. |
|---|---|
| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.70052 |
