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Improving Fourth-Grade Students' Composition Skills: Effects of Strategy Instruction and Self-Regulation Procedures
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Glaser, Cornelia; Brunstein, Joachim C. – Journal of Educational Psychology, 2007
Extending S. Graham and K. R. Harris's (2003) self-regulated strategy development model, this study examined whether self-regulation procedures would increase the effectiveness of a writing strategies training designed to improve 4th graders' (N = 113) composition skills. Students who were taught composition strategies in conjunction with…
Descriptors: Grade 4, Writing (Composition), Writing Skills, Self Management
The Effectiveness of a Highly Explicit, Teacher-Directed Strategy Instruction Routine: Changing the Writing Performance of Students with Learning Disabilities.
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Troia, Gary A.; Graham, Steve – Journal of Learning Disabilities, 2002
A study examined the effectiveness of a highly explicit, teacher-directed instructional routine used to teach three planning strategies to 20 fourth-fifth graders with learning disabilities. In comparison to peers who received process writing instruction, those taught goal setting, brainstorming, and organizing spent more time planning stories and…
Descriptors: Brainstorming, Elementary Education, Instructional Effectiveness, Learning Disabilities
Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development with and without Peer Support
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Harris, Karen R.; Graham, Steve; Mason, Linda H. – American Educational Research Journal, 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…
Descriptors: Writing Processes, Writing Strategies, Writing Skills, Writing (Composition)