Improving fourth-grade students' composition skills: Effects of strategy instruction and self-regulation procedures

• Autores: Cornelia Glaser, Joachim C. Brunstein
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 99, Nº. 2, 2007, págs. 297-310
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Extending S. Graham and K. R. Harris's (2003) self-regulated strategy development model, this study examined whether self-regulation procedures would increase the effectiveness of a writing strategies training designed to improve 4th graders' (N = 113) composition skills. Students who were taught composition strategies in conjunction with self-regulation procedures were compared with (a) students who were taught the same strategies but received no instruction in self-regulation and (b) students who received didactic lessons in composition. Both at posttest and at maintenance (5 weeks after the instruction), strategy plus self-regulation students wrote more complete and qualitatively better stories than students in the 2 comparison conditions. They also displayed superior performance at a transfer task requiring students to recall essential parts of an orally presented story.