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Self-regulating strategy development (SRSD) writing instruction is an evidence-based approach that has been shown to increase students' writing performance and knowledge of writing. The purpose of this study was to investigate whether early elementary students' story writing performance and knowledge of writing would change following 5 weeks of SRSD writing strategy instruction implemented by their classroom teacher during the second of four terms, in a whole-class setting. Students' (N = 17) stories at preintervention and postintervention were assessed for essential story components. Students also completed a writing knowledge questionnaire at preintervention and postintervention. Results showed that students' writing performance and knowledge of writing improved after the intervention. The present study contributes to SRSD writing research by focusing on teacherimplemented whole-class instruction with 6-year-old students in New Zealand.

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<p>Writing is a complex skill and many students struggle to learn to write. Self-Regulated Strategy Development (SRSD) for writing is an intervention strategy that can increase students’ writing performance. However, there is limited research on the use of this intervention with younger primary-school students and most of the existing research has been implemented by researchers or research assistants, rather than by actual classrooms teachers, which therefore limits the ecological validity of the research. The two studies included in this thesis investigated teacher-implemented SRSD writing instruction. Study 1 evaluated a 5-week intervention programme consisting of 19 lessons. Study 2 evaluated a 17-week intervention with 61 lessons. Studies 1 and 2 both used a mixed-methods design to investigate the effectiveness and social validity of the teacher-implemented Self-Regulated Strategy Development (SRSD) program on the story-writing performance with Year 2 students (6- to -7-year-old children) in New Zealand. In the quantitative strand, I conducted a quasi-experiment in which students either received SRSD writing instruction or their regular writing instruction. I collected student writing samples before and after the intervention and teachers completed a questionnaire on the social validity of the intervention. A mixed-model ANOVA with SRSD instruction as the between-subjects variable and time as the within-subjects variable indicated that students in the treatment condition had larger improvements relative to students in the comparison condition on measures of holistic quality, number and quality of story elements, and length of composition. In the qualitative strand, I conducted interviews with the classroom teachers to ascertain their perceptions of intervention. Results suggested that the intervention was beneficial for the students. In addition, teachers perceived the intervention as appropriate and reported that they enjoyed implementing the intervention. These results suggest that teacher-implemented SRSD interventions can be effective at improving early primary students’ writing performance and is socially valid for use by teachers in Year 2 classroom settings.</p>