ERIC Number: EJ835896
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
Teaching Young Students Strategies for Planning and Drafting Stories: The Impact of Self-Regulated Strategy Development
Tracy, Brenda; Reid, Robert; Graham, Steve
Journal of Educational Research, v102 n5 p323-331 May-Jun 2009
In the present study, participants were 127 3rd-grade students, to 64 of whom (33 boys, 31 girls) the authors taught a general strategy and a genre-specific strategy for planning and writing stories; procedures for regulating the use of these strategies, the writing process, and their writing behaviors; and knowledge about the basic purpose and characteristics of good stories. The other 63 3rd-grade students (30 boys, 33 girls) formed the comparison group and received traditional-skills writing instruction (mostly on spelling, grammar, and so forth). Strategy-instructed students wrote stories that were longer, schematically stronger, and qualitatively better. Strategy-instructed students maintained over a short period of time the gains that they had made from pretest to posttest. In addition, the impact of story-writing strategy instruction transferred to writing a similar but untaught genre, that of a narrative about a personal experience. Strategy-instructed students wrote longer, schematically stronger, and qualitatively better personal narratives than did children in the control condition. (Contains 2 tables.)
Descriptors: Writing Strategies, Metacognition, Grade 3, Self Management, Writing Processes, Writing Instruction, Writing (Composition), Teaching Methods, Personal Narratives, Transfer of Training, Control Groups, Pretests Posttests
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
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/74402
IES Cited: ED533112