ERIC Number: EJ1180584
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training
Limpo, Teresa; Alves, Rui A.
Journal of Learning Disabilities, v51 n4 p381-398 Jul-Aug 2018
Writing proficiency is heavily based on acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training with a self-regulation intervention (self-regulated strategy development [SRSD]) in Grade 2 (ages 7-8). Forty-three students receiving self-regulation plus transcription (SRSD+TR) intervention were compared with 37 students receiving a self-regulation only (SRSD only) intervention and 39 students receiving the standard language arts curriculum. Compared with control instruction, SRSD instruction--with or without transcription training--resulted in more complex plans; longer, better, and more complete stories; and the effects transferred to story written recall. Transcription training produced an incremental effect on students' composing skills. In particular, the SRSD+TR intervention increased handwriting fluency, spelling accuracy for inconsistent words, planning and story completeness, writing fluency, clause length, and burst length. Compared with the SRSD-only intervention, the SRSD+TR intervention was particularly effective in raising the writing quality of poorer writers. This pattern of findings suggests that students benefit from writing instruction coupling self-regulation and transcription training from very early on. This seems to be a promising instructional approach not only to ameliorate all students' writing ability and prevent future writing problems but also to minimize struggling writers' difficulties and support them in mastering writing.
Descriptors: Writing Instruction, Grade 2, Spelling, Phonemes, Comparative Analysis, Elementary School Students, Pretests Posttests, Writing Difficulties, Quasiexperimental Design, Handwriting, Response to Intervention, Writing Processes, Control Groups, Self Management, Phonetic Transcription, Learning Disabilities, Portuguese, Training, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2
Authoring Institution: N/A
Identifiers - Location: Portugal
Grant or Contract Numbers: N/A