ERIC Number: EJ766323
Record Type: Journal
Publication Date: 2007-May
Pages: 14
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-0663
EISSN: N/A
Improving Fourth-Grade Students' Composition Skills: Effects of Strategy Instruction and Self-Regulation Procedures
Glaser, Cornelia; Brunstein, Joachim C.
Journal of Educational Psychology, v99 n2 p297-310 May 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 self-regulation procedures were compared with (a) students who were taught the same strategies but received no instruction in self-regulation and (b) students who received didactic lessons in composition. Both at posttest and at maintenance (5 weeks after the instruction), strategy plus self-regulation students wrote more complete and qualitatively better stories than students in the 2 comparison conditions. They also displayed superior performance at a transfer task requiring students to recall essential parts of an orally presented story.
Descriptors: Grade 4, Writing (Composition), Writing Skills, Self Management, Writing Strategies, Learning Strategies, Metacognition, Writing Improvement, Transfer of Training, Task Analysis
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/74387
IES Cited: ED533112