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Direct linkKlein, Perry; Bildfell, Ashley; Dombroski, Jill D.; Giese, Christine; Sha, Kristen Wing-Yan; Thompson, Serena C. – Reading & Writing Quarterly, 2022
Experimental research on strategy instruction for beginning writers has only recently begun. This study investigated the role of self-regulation instruction in Grade 1 strategy learning. In a pretest-post-test quasi-experiment, 120 Grade 1 students participated in a unit of study on personal narrative in one of three conditions: (1) Self-Regulated…
Descriptors: Metacognition, Writing Strategies, Pretests Posttests, Comparative Analysis
Finlayson, Kristen; McCrudden, Matthew T. – Reading & Writing Quarterly, 2020
Researcher-implemented writing interventions have been shown to improve student writing performance. However, there has been limited research on teacher-implemented writing interventions, which are more likely to be sustainable in a classroom. The purpose of this review was to examine the effectiveness of teacher-implemented writing interventions…
Descriptors: Instructional Effectiveness, Writing Instruction, Elementary School Students, Writing Strategies
Roitsch, Jane; Gumpert, Mindy; Springle, Alisha; Raymer, Anastasia M. – Reading & Writing Quarterly, 2021
Purpose: Students with learning disabilities (LD) often struggle to initiate writing tasks and have difficulty devoting sufficient resources to complete written compositions. Educators must determine the most effective writing instruction to help these students. Evidence-based educational practices benefit from research reviews such as systematic…
Descriptors: Writing Instruction, Writing Strategies, Writing Improvement, Evidence Based Practice
Traga Philippakos, Zoi A.; MacArthur, Charles A. – Reading & Writing Quarterly, 2020
The purpose of this study was to examine the effects of an approach to teaching opinion writing in the primary grades that combined collaborative reasoning with strategy instruction. Four teachers and 80 students were randomly assigned to treatment and control conditions for 10 days of instruction in opinion writing. Students wrote opinion essays…
Descriptors: Persuasive Discourse, Grade 2, Elementary School Students, Young Children
Hemmati, Fatemeh; Mortazavi, Mahboobeh – Reading & Writing Quarterly, 2017
This study aimed to investigate the impact of different types of scaffolds on the writing regulatory skills of a cohort of Iranian learners of English (N = 120). The article reports a comparison of the pretest and posttest performance of learners in 4 experimental conditions--namely, the metacognitive scaffolds, conceptual scaffolds, procedural…
Descriptors: Scaffolding (Teaching Technique), Foreign Countries, English (Second Language), Second Language Learning
Slater, Wayne H.; Groff, James A. – Reading & Writing Quarterly, 2017
Using case study research methods, we investigated the effectiveness of a dialogic tutoring model informed by cognitive strategy instruction to implement a problem-solving strategy using a gradual-release-of-responsibility model of instruction situated in stasis theory. Eight minority 10th graders participated because of their difficulties with…
Descriptors: Critical Thinking, Case Studies, Instructional Effectiveness, Scores
Hacker, Douglas J.; Dole, Janice A.; Ferguson, Monica; Adamson, Sharon; Roundy, Linda; Scarpulla, Laura – Reading & Writing Quarterly, 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…
Descriptors: Middle School Students, Writing Instruction, Quasiexperimental Design, Instructional Effectiveness
