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Are the Effects of SRSD for First Grade Writers Moderated by Initial Skills and Instructional Tier?

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Bibliographic Details
Title: Are the Effects of SRSD for First Grade Writers Moderated by Initial Skills and Instructional Tier?
Language: English
Authors: Perry D. Klein (ORCID 0000-0001-6740-4737), Madelyn Casola (ORCID 0000-0001-7182-4187), Jill Dombroski (ORCID 0000-0002-6001-7512), Stacey Lukewich, Serena Thompson (ORCID 0000-0002-3489-8096)
Source: Reading and Writing: An Interdisciplinary Journal. 2025 38(10):3043-3068.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Descriptors: Writing Instruction, Elementary School Students, Grade 1, Writing Skills, Self Management, Writing Strategies, Multi Tiered Systems of Support, Writing (Composition)
DOI: 10.1007/s11145-024-10627-3
ISSN: 0922-4777
1573-0905
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 < 0.001) and spelling (Hedges g = 0.71, p < 0.001), 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 ([beta] = 1.01, p < 0.001). Level of text quality was predicted by WIAT3 Alphabet Fluency ([beta] = 0.06, p = 0.01), WIAT3 Spelling ([beta] = 0.05, p = 0.03), pretest text quality ([beta] = 0.43, p < 0.001), and classes (F = 6.94, p = 0.01). 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499706
Database: ERIC
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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 < 0.001) and spelling (Hedges g = 0.71, p < 0.001), 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 ([beta] = 1.01, p < 0.001). Level of text quality was predicted by WIAT3 Alphabet Fluency ([beta] = 0.06, p = 0.01), WIAT3 Spelling ([beta] = 0.05, p = 0.03), pretest text quality ([beta] = 0.43, p < 0.001), and classes (F = 6.94, p = 0.01). 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.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-024-10627-3