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ERIC Number: EJ1068130
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1057-3569
The Short-Term and Maintenance Effects of Self-Regulated Strategy Development in Writing for Middle School Students
Hacker, Douglas J.; Dole, Janice A.; Ferguson, Monica; Adamson, Sharon; Roundy, Linda; Scarpulla, Laura
Reading & Writing Quarterly, v31 n4 p351-372 2015
Our purpose for this quasi-experimental study was to evaluate the short-term and maintenance effects of the self-regulated strategy development writing instructional model by Graham and Harris with 7th-grade students in an urban, ethnically diverse Title I middle school. We compared the writing skills of our intervention students with those of students in a control school. For 5 weeks, we coached teachers at the intervention school in a strategy for persuasive writing. Teachers at the control school also taught persuasive writing but used traditional instruction. We used a pre/posttest design to measure short-term growth, and we collected a maintenance writing score 2 months after the intervention. We used gain scores from pretest to posttest and from posttest to maintenance in a hierarchical linear modeling analysis. We found no differences between the 2 groups from pretest to posttest; however, scores between posttest and maintenance showed that the self-regulated strategy development students scored significantly higher than students in the control school.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah
Grant or Contract Numbers: N/A