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ERIC Number: EJ746817
Record Type: Journal
Publication Date: 2006
Pages: 43
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0002-8312
Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development with and without Peer Support
Harris, Karen R.; Graham, Steve; Mason, Linda H.
American Educational Research Journal, v43 n2 p295-337 Sum 2006
Writing development involves changes that occur in children's strategic behavior, knowledge, and motivation. The authors examined the effectiveness of self-regulated strategy development (SRSD), a strategy instructional model designed to promote development in each of these areas. Instruction focused on planning and writing stories and persuasive essays. The addition of a peer support component to SRSD instruction aimed at facilitating maintenance and generalization effects was also examined. SRSD had a positive impact on the writing performance and knowledge of struggling second-grade writers attending urban schools serving a high percentage of low-income families. In comparison with children in the Writers' Workshop condition, SRSD instructed students were more knowledgeable about writing and evidenced stronger performance in the two instructed genres (story and persuasive writing) as well as two uninstructed genres (personal narrative and informative writing). Moreover, the peer support component augmented SRSD instruction by enhancing specific aspects of students' performance in both the instructed and uninstructed genres. (Contains 7 tables.)
American Educational Research Association. 1230 17th Street NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED533112