Nine 2nd- and 3rd-grade English learners with and without disabilities received instruction on opinion essays using the self-regulated strategy development (SRSD) model of instruction. A special education teacher/researcher implemented the intervention with high fidelity 5 days a week for 25 min per session. We used a single-subject multiple-probe…

Recent research in writing studies has highlighted meta-awareness as valuable for student learning in courses such as first-year writing (FYW); however, meta-awareness needs to be further theorized and its components identified. In this article, I draw on a case study of six students in two FYW courses that is informed by Gregory Schraw's model of…

High school students with emotional disturbances (ED) often struggle with classroom writing tasks. In this study, the effectiveness of Self-Regulated Strategy Development (SRSD) instruction for 10 min timed persuasive quick writes with three high school students with ED was investigated. Results indicated improvement in the areas of quality,…

This dissertation is a qualitative study of a curriculum I designed for composition students in the Fall of 2012. The curriculum I created is informed by the Freirean edict that a self-generated desire to "create knowledge" is far more likely to result in meaningful, holistic learning than simply "banking" information. In the…

This study reports on an investigation into writing strategies of Malaysian university students learning English as a second language. Qualitative data were collected from 21 undergraduate university students aged 19 to 21. The students interviewed reported using a variety of writing strategies. It was also found that all of the participants…

This article describes a study which investigated how explicit strategy instruction may shape student use of metacognitive knowledge and in what ways this knowledge promotes self-regulation in the learning of writing. From a class of a 2-year associate degree programme in Hong Kong, which experienced a 15-week process-oriented writing course…

This article reports on a descriptive and exploratory study of near-beginner learners of French in English secondary schools, their cognitive and metacognitive strategies, and their general approaches to writing. There is virtually no research on foreign language writing at this level, conceived in this study as including the copying of words and…

Drawing on the second phase of a 2-year study of students' linguistic and compositional processes, this article describes students' reflections on their online revision processes, those revisions made during the process of translating thoughts into written text. The data collected were from classroom observation and post hoc interviews with 34…

This study investigated the presence and growth of kindergarten children's metacognition as they engaged in the writing process. The study was conducted in an environment that surrounded children with books, language, and print. Twice a month the teacher/researcher interviewed the children as they finished writing, asking questions designed to…