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ERIC Number: EJ856039
Record Type: Journal
Publication Date: 2009
Pages: 36
Abstractor: As Provided
Reference Count: 83
ISSN: ISSN-0270-2711
A Comparison of Text Structure and Self-Regulated Writing Strategies for Composing from Sources by Middle School Students
Reynolds, Gillian A.; Perin, Dolores
Reading Psychology, v30 n3 p265-300 2009
This study compared two techniques for teaching middle school students to compose from expository text sources, a common but difficult academic writing task. Classroom social studies content was used. Text structure instruction (TSI), which focused on text characteristics using graphic organizers, was compared with PLAN & WRITE for Summarization (PWS), a self-regulated strategy development intervention adapted from De La Paz (1999), which taught note-taking, composing, editing and revision, and self-monitoring. Compared to a traditional instruction control, each technique had unique impact, PWS on writing quality and content knowledge, and PWS on inclusion of main ideas in the written summary. (Contains 7 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A