TY - JOUR
T1 - Improving the writing performance, knowledge, and self-efficacy of struggling young writers
T2 - The effects of self-regulated strategy development
AU - Graham, Steve
AU - Harris, Karen R.
AU - Mason, Linda
N1 - Funding Information:
Preparation of this article was supported by the Center to Accelerate Student Learning, funded by the US Department of Education’s Office of Special Education Programs (Grant No. H324V980001). We wish to acknowledge the contributions of Mary Adkins, Jenny Kepler, Jenny Kling, Helen Fives, Remy Frizzelle, Gary Grant, Susan Moran, Bruce Saddler, and Claudette Smith who served as instructors or assisted in scoring writing samples and student interviews.
PY - 2005/4
Y1 - 2005/4
N2 - Writing is a complex task. Its development depends in large part on changes that occur in children's strategic behavior, knowledge, and motivation. In the present study, the effectiveness of an instructional model, Self-Regulated Strategy Development (SRSD), designed to foster development in each of these areas, was examined. Adding a peer support component to SRSD instruction to facilitate maintenance and generalization was also examined. Struggling, third grade writers, the majority of whom were minority students attending schools that served primarily low-income families, received SRSD instruction focused primarily on learning writing strategies and knowledge for planning and composing stories and persuasive essays. These students wrote longer, more complete, and qualitatively better papers for both of these genres than peers in the comparison condition (Writers' Workshop). These effects were maintained over time for story writing and generalized to a third uninstructed genre, informative writing. SRSD instruction boosted students' knowledge about writing as well. The peer support component augmented SRSD instruction by increasing students' knowledge of planning and enhancing generalization to informative and narrative writing. In contrast, self-efficacy for writing was not influenced by either SRSD condition (with or without peer support).
AB - Writing is a complex task. Its development depends in large part on changes that occur in children's strategic behavior, knowledge, and motivation. In the present study, the effectiveness of an instructional model, Self-Regulated Strategy Development (SRSD), designed to foster development in each of these areas, was examined. Adding a peer support component to SRSD instruction to facilitate maintenance and generalization was also examined. Struggling, third grade writers, the majority of whom were minority students attending schools that served primarily low-income families, received SRSD instruction focused primarily on learning writing strategies and knowledge for planning and composing stories and persuasive essays. These students wrote longer, more complete, and qualitatively better papers for both of these genres than peers in the comparison condition (Writers' Workshop). These effects were maintained over time for story writing and generalized to a third uninstructed genre, informative writing. SRSD instruction boosted students' knowledge about writing as well. The peer support component augmented SRSD instruction by increasing students' knowledge of planning and enhancing generalization to informative and narrative writing. In contrast, self-efficacy for writing was not influenced by either SRSD condition (with or without peer support).
KW - Hyperspherical harmonics
KW - Integro-differential equations
KW - Nuclear structure
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U2 - 10.1016/j.cedpsych.2004.08.001
DO - 10.1016/j.cedpsych.2004.08.001
M3 - Article
AN - SCOPUS:14844286912
SN - 0361-476X
VL - 30
SP - 207
EP - 241
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
IS - 2
ER -