In the present study, participants were 127 3rd-grade students, to 64 of whom (33 boys, 31 girls) the authors taught a general strategy and a genre-specific strategy for planning and writing stories; procedures for regulating the use of these strategies, the writing process, and their writing behaviors; and knowledge about the basic purpose and characteristics of good stories. The other 63 3rd-grade students (30 boys, 33 girls) formed the comparison group and received traditional-skills writing instruction (mostly on spelling, grammar, and so forth). Strategy-instructed students wrote stories that were longer, schematically stronger, and qualitatively better. Strategy-instructed students maintained over a short period of time the gains that they had made from pretest to posttest. In addition, the impact of story-writing strategy instruction transferred to writing a similar but untaught genre, that of a narrative about a personal experience. Strategyinstructed students wrote longer, schematically stronger, and qualitatively better personal narratives than did children in the control condition.
|Original language||English (US)|
|Title of host publication||A Cross Section of Educational Research|
|Subtitle of host publication||Journal Articles for Discussion and Evaluation|
|Publisher||Taylor and Francis|
|Number of pages||10|
|State||Published - Sep 13 2016|
ASJC Scopus subject areas