The purpose of this study was to evaluate the efficacy of a curriculum based on self-regulated strategy instruction in college developmental writing courses. Prior research that had found large effects on the writing quality for essays without sources was extended to include strategies for critical reading and note-taking, writing summary response…

Tested and fine-tuned in K-2 classrooms, this book provides engaging lessons and materials for teaching the three genres of writing--opinion, procedural, and story--that provide a foundation for beginning writers' persuasive, informative, and narrative writing skills. The authors' approach integrates strategy instruction, self-regulated learning,…

The purpose of this study was to investigate how students in a developmental writing course at a community college used and adapted cognitive writing strategies learned in the course. The students participated in a funded research project for the development and evaluation of a writing curriculum based on self-regulated strategy instruction. The…

The purpose of this study was to investigate how students who were enrolled in a developmental writing course at a community college used and adapted cognitive writing strategies learned in the course. The students participated in a funded research project for the development and evaluation of a writing curriculum based on self-regulated strategy…

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…

Revision is a challenging step of the writing process and students often focus their attention to mechanics or grammar instead of making organizational and meaning changes. It is important for students to critically read and independently evaluate their work when revising. This practitioner article discusses the importance of genre-specific…

The paper presents the results of a randomized experimental study of a writing curriculum for college developmental writing courses based on strategy instruction with self-regulation integrated with practices common in college composition. Students in a full semester course learned strategies for planning and revising based on rhetorical analysis…

The purpose of this study was to evaluate the effects of a curriculum for college developmental writing classes, developed in prior design research and based on self-regulated strategy instruction. Students learned strategies for planning, drafting, and revising compositions with an emphasis on using knowledge of genre organization to guide…

This design research project developed and evaluated curriculum for developmental writing classes in community colleges. The core of the curriculum was self-regulated strategy instruction, which has been shown to be effective with adolescents who are struggling as writers. In the curriculum, students learned strategies for planning, drafting, and…

This study investigated the effectiveness of cognitive strategy instruction in writing with adult literacy learners. Three middle-aged African-American adults participating in adult education with the goal of passing the GED received tutoring in a strategy for planning, writing, and revising persuasive essays along with self-regulation strategies.…

Reports on a study in which students with and without learning disabilities wrote persuasive essays about controversial topics. One group of students was given an elaborated goal that included explicit subgoals based on the elements of argumentation. Sixth-grade students in the elaborated goal condition produced more persuasive essays and included…

A process approach to writing instruction for students with learning disabilities is presented. The approach involves students sharing their work with each other, receiving frequent response to their writing, using word processing to support fluent text production and ease revision, conferencing with teachers to develop writing strategies, and…

A model of writing instruction integrating word processing, strategy instruction, and a process approach, within a social context for writing as a meaningful task, was tested with 113 elementary students with learning disabilities. Students in experimental classes made greater gains in quality of their narrative and informative writing than did…