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Direct linkHulleman, Chris S.; Godes, Olga; Hendricks, Bryan L.; Harackiewicz, Judith M. – Journal of Educational Psychology, 2010
We tested whether a utility value intervention (via manipulated relevance) influenced interest and performance on a task and whether this intervention had different effects depending on an individual's performance expectations or prior performance. Interest was defined as triggered situational interest (i.e., affective and emotional task…
Descriptors: Intervention, Student Interests, Performance, Relevance (Education)
Mason, Linda H.; Shriner, James G. – Reading and Writing: An Interdisciplinary Journal, 2008
A multiple-probe across-subjects design was used to examine persuasive writing performance of six 2nd- through 5th- grade students with emotional/behavior disorders (EBD). Students' writing was evaluated before and after self-regulated strategy development (SRSD) instruction for the POW (Pick my idea, Organize my notes, Write and say more) + TREE…
Descriptors: Behavior Disorders, Emotional Disturbances, Self Management, Writing Strategies
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
Download full textGarcia-Sanchez, Jesus-Nicasio; Fidalgo-Redondo, Raquel – Learning Disability Quarterly, 2006
We examined the differential effects of the social cognitive model of sequential skill acquisition (SCM intervention) and the self-regulated strategy development model (SRSD intervention) for writing. One hundred and twenty-one 5th- and 6th-grade Spanish students with learning disabilities (LD) and/or low achievement (LA) were randomly assigned…
Descriptors: Intervention, Self Efficacy, Learning Disabilities, Low Achievement
Lienemann, Torri Ortiz; Graham, Steve; Leader-Janssen, Beth; Reid, Robert – Journal of Special Education, 2006
An important goal in preventing writing disabilities is to provide effective early instruction to at-risk students to maximize their writing development. This study examined whether or not explicitly teaching six at-risk second-grade writers, including children with disabilities, how to plan and draft stories would improve their story writing as…
Descriptors: High Risk Students, Grade 2, Reading Materials, Disabilities
Berninger, Virginia W.; Rutberg, Judith E.; Abbott, Robert D.; Garcia, Noelia; Anderson-Youngstrom, Marci; Brooks, Allison; Fulton, Cynthia – Journal of School Psychology, 2006
Three studies evaluated Tier 1 early intervention for handwriting at a critical period for literacy development in first grade and one study evaluated Tier 2 early intervention in the critical period between third and fourth grades for composing on high stakes tests. The results contribute to knowledge of research-supported handwriting and…
Descriptors: Early Intervention, Handwriting, Writing (Composition), Writing Instruction
