Improving the writing and knowledge of emergent writers: the effects of self-regulated strategy development

Zumbrunn, Sharon; Bruning, Roger H.

doi:10.1007/s11145-012-9384-5

Cited by 65 publications

(45 citation statements)

References 35 publications

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“…Furthermore, as suggested by pretest scores and confirmed by teachers, students had not received planning instruction before. Even though planning complexity has been barely assessed in similar SRSD studies (e.g., Harris et al, 2006;Zumbrunn & Bruning, 2013; but see Limpo & Alves, 2013b), this is an important result. It shows that children as young as 7 years old can be successfully taught how to carry out this forethought process in writing.…”

Section: Planningmentioning

confidence: 99%

Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training

Limpo

Alves

2017

J Learn Disabil

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Writing proficiency is heavily based on the acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training into a self-regulation intervention in Grade 2 (age 7-8). For that, 43 students receiving a self-regulation plus transcription intervention (SRSD+TR) were compared with 37 students receiving a selfregulation-only intervention (SRSD), and with 39 students receiving the standard language arts curriculum. Compared to control instruction, SRSD instruction, with or without transcription training, resulted in more complex plans, longer, better, and more complete stories, and the effects transferred to a story written recall. As expected, transcription training produced an incremental effect on students' composing skills. In particular, the SRSD+TR intervention increased handwriting fluency, spelling accuracy for inconsistent words, planning and story completeness, writing fluency, clause length, and burst length. Importantly, compared to the SRSD intervention, the SRSD+TR intervention was particularly effective in raising the writing quality of poorer writers. Altogether, this pattern of findings suggests that students benefit from writing instruction coupling self-regulation and transcription training from very early on. This seems to be a promising instructional approach not only to ameliorate all students' writing ability and prevent future writing problems but also to minimize struggling writers' difficulties and support them in mastering writing.Keywords: writing, self-regulation, transcription, strategy instruction COUPLING SELF-REGULATION AND TRANSCRIPTION TRAINING 3 Tailoring Multicomponent Writing Interventions: The Effects of Coupling Self-Regulation and Transcription TrainingOne of the truisms of the cognitive approach to written composition is that writing is a complex and cognitively demanding activity. This is mostly due to the plethora of processes involved in writing (Hayes, 1996), and seems to be one of the reasons why it is so difficult to master it (Harris & Graham, 2013). Fortunately, research has progressed in developing evidencebased practices to teach writing and support its development (Graham, McKeown, Kiuhara, & Harris, 2012;Graham & Perin, 2007). An effective way to boost writing competence of beginning and developing writers is by promoting either self-regulated, strategic writing or efficient, automatic transcription. High-levels of self-regulation allow the effective management of writing processes. Automatic transcription enables the effortless transformation of linguistic representations into written text. Therefore, the road to writing proficiency relies on the development of increasingly sophisticated self-regulation capabilities supported by the progressive automatization of transcription (Limpo & Alves, 2013a). Nevertheless, self-regulation and transcription have been studied independently. Thus, it is important to study the benefits of promoting transcription and self-regulation togeth...

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Section: Planningmentioning

confidence: 99%

Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training

Limpo

Alves

2017

J Learn Disabil

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“…A análise em conjunto demonstrou que o modelo de ensino de estratégias de autorregulação e a abordagem do processo de escrita melhorou a forma pela qual os estudantes escreveram. Zumbrunn & Bruning (2013) investigaram a eficácia da implementação do Modelo de Desenvolvimento de Estratégias de Autorregulação (SRSD) de Graham & Harris (2005) (Harris & Graham, 1996) nas habilidades e conhecimentos de escrita por parte de seis alunos do primeiro ano. Todos os alunos escreveram histórias em resposta a avisos de imagem.…”

Section: Método Participantesunclassified

“…Já a categoria Aprendizagem se dividiu em três subcategorias, a saber: a) aprender a escrever textos, b) aprender estratégias de produção de textos, e c) aprender os elementos básicos de uma narrativa. Na primeira subcategoria, surgiram respostas do tipo: al., 2010; Grillo, 1995;Mason et al,2011;Teixeira & Alliprandini, 2013;Torrance et al, 2007;Zumbrunn & Bruning, 2013).…”

Section: Avaliação Dos Aspectos Positivos E Negativos Relacionados à unclassified

“…A fim de ampliar os resultados promissores das intervenções, futuras investigações devem ser orientadas a conscientizar e instrumentalizar educadores acerca da importância do apoio da escola na consolidação das estratégias de aprendizagem trabalhadas durante as pesquisas Hattie, et al,1996;Mason et al, 2011;Zumbrunn & Bruning, 2013).…”

Section: Avaliação Dos Aspectos Positivos E Negativos Relacionados à unclassified

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Teaching learning strategies in the context of writing

Costa

Boruchovitch

2015

Revista Psicologia Da Educação

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ResumoA presente pesquisa teve como objetivo investigar se uma intervenção em estratégias de aprendizagem orientadas à escrita resultou no uso mais eficiente dessas estratégias na produção de narrativas entre estudantes do sétimo ano, de uma escola pública do Ensino Fundamental. Buscou também conhecer a opinião dos participantes acerca dos pontos positivos e negativos da intervenção na sua aprendizagem. Participaram duas turmas de alunos distribuídos aleatoriamente em grupo experimental (18) e controle (17). Os estudantes foram avaliados por meio de uma escala de estratégias de aprendizagem e duas questões abertas. A primeira foi sobre o uso de estratégias específicas de produção de textos em dois momentos (pré e pós-teste). A segunda, realizada somente no grupo experimental, solicitava aos participantes uma avaliação da intervenção sobre a própria aprendizagem. A intervenção consistiu de sete sessões orientadas ao ensino e à prática de estratégias de aprendizagem gerais e específicas para produção de textos. Os resultados mostraram uma ampliação significativa no repertório de estratégias de produção de textos,um relato de estratégias mais eficientes para escrever textos, bem como uma melhoria da qualidade da produção textual entre os participantes do grupo experimental. Ademais, todos os participantes do grupo experimental fizeram uma avaliação positiva da intervenção. Palavras-chave: produção de textos; estratégias de aprendizagem; narrativas. AbstractThis research aimed to investigate whether an intervention in learning strategies for writing had resulted in a more efficient use of these strategies in narrative production among students in the seventh year of a public school elementary school. We also aimed at knowing the opinion of the participants about the strengths and weaknesses of intervention in their learning. The sample was composed of two classes of students randomly assigned to the experimental (18) and to the control group (17). We evaluated the students by means of a learning strategies scale and two open questions. The first was regarding the use of specific texts production strategies in two moments (pre and post-test).The second question was asked only in the experimental group and required an evaluation of intervention in their own learning. The intervention consisted of seven sessions geared to teaching and the practice of general and specific learning strategies to produce texts. The results showed a significant increase in the repertoire of text production strategies, a more efficient strategy use to write texts and an increase of textual production quality in the experimental group. Moreover, all participants in the experimental group made a positive evaluation of the intervention. Keywords: production of texts; learning strategies; narratives. ResumenEsta investigación tuvo como objetivo investigar si los niños utilizan estrategias de aprendizaje más eficaces para escribir relatos, después de recibir una intervención dirigida a su enseñanza en el contexto de la escritura entre los estudi...

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“…Por ello, se justifica la necesidad de promover estrategias autorreguladas (Zumbrunn y Bruning, 2013), y esto incluye animar a los estudiantes a autoevaluar sus propias producciones.…”

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Intervención en la planificación de la escritura en primer curso de Enseñanza Primaria || Intervention in writing planning processes in first-grade primary school students

Roldán-Prego¹,

González-Seijas²

2016

R Est Inv Psico y Educ

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Correspondencia relativa a este artículo Lucía Roldán Prego -lucia.roldan@udc.esIntervención en la planificación de la escritura en primer curso de Enseñanza PrimariaIntervention in writing planning processes in first-grade primary school students Lucía Roldán-Prego, Rosa María González-Seijas Universidade da Coruña Resumen El objetivo de este trabajo fue analizar la eficacia de un programa de intervención en el proceso de planificación de la escritura de narraciones (cuentos) y descripciones en alumnos de primer curso de primaria. Los participantes fueron 40 niños de una escuela pública, de los cuales 20 recibieron instrucción en el programa (grupo experimental), mientras que los otros 20 no recibieron ninguna instrucción adicional (grupo control). En el grupo experimental tenían una media de edad de 6.7 años y en el grupo control 6.4 años. El programa se desarrolló en 15 sesiones de 45 minutos de duración, tres veces a la semana. Los niños fueron evaluados antes y después de la aplicación del programa utilizando una adaptación de los criterios de Tindal y Hasbrouck (1991). Los resultados muestran mejoras significativas en los procesos de planificación de la escritura en el grupo experimental, sobre todo en la generación de ideas y en su organización. Estos resultados tienen implicaciones directas en educación, ya que plantean estrategias para intervenir en el proceso de planificación de la escritura en el aula.Palabras clave: intervención, planificación, escritura, educación primaria Abstract The goal of this work is to analyze the efficacy of an intervention program in the process of writing planning of narrations (stories) and descriptions of first-grade primary students. Participants were 40 children from a public school, of whom 20 received instruction in the program (experimental group), whereas the remaining 20 did not receive any additional instruction (control group). The mean age of the experimental group was 6.7 years, and of control group, 6.4 years. All of them attended a public school in a Spanish city. The program was carried out in fifteen 45-minute sessions, three times a week. The children were assessed before and after the implementation of the program using an adaptation of the criteria of Tindal and Hasbrouck (1991). The results show significant improvement in the writing planning processes of the experimental group, especially in the generation of ideas and in their organization. These results have direct implications for education, as they pose strategies to intervene in the writing planning process in the classroom.

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Improving the writing and knowledge of emergent writers: the effects of self-regulated strategy development

Cited by 65 publications

References 35 publications

Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training

Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training

Teaching learning strategies in the context of writing

Intervención en la planificación de la escritura en primer curso de Enseñanza Primaria || Intervention in writing planning processes in first-grade primary school students

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