Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties

Karen Harris, Amber Ray, Stephen Graham, Julia Houston

    Research output: Contribution to journalArticle

    1 Citation (Scopus)

    Abstract

    We designed and investigated the first set of instructional procedures we are aware of to teach 4th and 5th grade students how to write a persuasive essay following close reading of a source text. Eight boys and girls attending a diverse, low income school who were having difficulty learning to write participated in an experimental multiple-baseline design study. Self-regulated strategy development instruction for close reading of informational text and writing to persuade was situated in the writing process and included discussion, modeling, explicit instruction, scaffolding, collaboration among peers and with teachers, self-regulation of the writing process and affect, and additional components and characteristics. Outcome measures included genre elements, holistic quality, number of words written, and complexity of plans for writing. All students showed meaningful gains on the writing outcomes, with the exception of length, which varied, as predicted. Limitations and directions for future research are considered.

    Original languageEnglish (US)
    JournalReading and Writing
    DOIs
    StateAccepted/In press - Jan 1 2018

    Fingerprint

    Reading
    school grade
    Students
    instruction
    student
    learning disorder
    self-regulation
    development strategy
    genre
    low income
    Outcome Assessment (Health Care)
    Learning
    teacher
    school

    Keywords

    • CCSS
    • Close reading
    • Persuasive writing
    • Reading and writing
    • SRSD
    • Writing to learn

    ASJC Scopus subject areas

    • Neuropsychology and Physiological Psychology
    • Education
    • Linguistics and Language
    • Speech and Hearing

    Cite this

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    abstract = "We designed and investigated the first set of instructional procedures we are aware of to teach 4th and 5th grade students how to write a persuasive essay following close reading of a source text. Eight boys and girls attending a diverse, low income school who were having difficulty learning to write participated in an experimental multiple-baseline design study. Self-regulated strategy development instruction for close reading of informational text and writing to persuade was situated in the writing process and included discussion, modeling, explicit instruction, scaffolding, collaboration among peers and with teachers, self-regulation of the writing process and affect, and additional components and characteristics. Outcome measures included genre elements, holistic quality, number of words written, and complexity of plans for writing. All students showed meaningful gains on the writing outcomes, with the exception of length, which varied, as predicted. Limitations and directions for future research are considered.",
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