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ERIC Number: EJ813153
Record Type: Journal
Publication Date: 2008-Oct
Pages: 22
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
The Long-Term Effects of Strategy-Focussed Writing Instruction for Grade Six Students
Fidalgo, Raquel; Torrance, Mark; Garcia, Jesus-Nicasio
Contemporary Educational Psychology, v33 n4 p672-693 Oct 2008
We compared 56 eighth-grade students who, 28 months previously, had received instruction in strategies for planning and revising their writing, with 21 students of similar academic ability from the same school who had not experienced the intervention. Both groups wrote an expository essay whilst logging their writing activities and completed writing metaknowledge and self-efficacy questionnaires. Students who had received the intervention showed a greater tendency to pre-plan (but not to revise) their texts, produced better quality and more reader-focused writing, and were more likely to show an awareness of the importance of text structure. These findings suggest persistent benefits for strategy-focused writing instruction.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Grade 6; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A