Improving quick writing performance of middle-school struggling learners

Mason, Linda; Kubina, Richard M.; Kostewicz, Douglas E.; Cramer, Anne Mong; Datchuk, Shawn M.

doi:10.1016/j.cedpsych.2013.04.002

Cited by 17 publications

(19 citation statements)

References 36 publications

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“…In addition, results of another study also revealed through Repeated Measure ANOVA that learners improved their quality of essay writing over time in high school (Burke, Burk e, & Chalk, 2005;Anabela, 2014). Consistently, findings of Cramer, Datchuk, Kostewicz, Kubina, & Mason, 2013) ;Flander, (2014) in Repeated Measure ANOVA showed that the experimental group made significant improvements in their essay writing rather than control group.…”

Section: Discussionsupporting

confidence: 71%

Effects of Self-regulated Learning Strategies on Learning of English Language by Students of Eighth Grade

Habiba

Akhter

Batool

2019

GSSR

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This was proposed to investigate the effect of self-regulated learning strategies on 8th class students achievement for learning English. This was experimental research. Intact group (8th class students) pretest and posttest of design was utilized voluntarily for data collection. The experimental group was taught with SRL strategies and control group was taught with traditional strategy. The pre and post-administration results of group with intervention and control groups were compared to determine the use of SRL strategies had statistically significant effect on students achievement to learn English. Independent sample t-test and paired sample t-test and Repeated Measures Analysis were employed for data analysis. The findings of this study revealed that SRL strategies had significant effect on students achievement scores. In conclusion, research was suggested to examine the effect of SRL strategies on students achievement on larger experimental population of various grades.

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Section: Discussionsupporting

confidence: 71%

Effects of Self-regulated Learning Strategies on Learning of English Language by Students of Eighth Grade

Habiba

Akhter

Batool

2019

GSSR

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“…Given the curriculum shift from teacher-supported instruction in elementary school to independent reading in secondary schooling (Vaughn et al, 2015), intensive intervention is needed to address deficits. Fortunately, multifaceted approaches for reading text have been proven to improve students’ reading comprehension by teaching students to access prior knowledge, monitor their understanding, identify main ideas, and summarize the information from text (Mason et al, 2013).…”

Section: Interventions For Writing About Textmentioning

confidence: 99%

Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities

2019

Self Cite

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Researchers examined the effects of self-regulated strategy development (SRSD) to teach students with learning disabilities (LD) to compose persuasive quick-writing about text. The study included a multiple-baseline design with multiple probes for eight students with LD in grades four and five. Researchers observed a functional relationship by systematically replicating the intervention across all student participants. Following SRSD instruction for paraphrasing text and persuasive quick-writing, students increased their persuasive writing outcomes. Improvements were also noted for essay quality and writing length. Implications for future integrated writing and reading interventions are provided.

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“…The Self-Regulated Strategy Development (SRSD) is a framework consists of six instructional stages used to teach argumentative writing (Harris & Graham, 1996) and was the median for many different type of writing strategies to teach K-12 learners (Harris et al, 2008). The SRSD instructional model proves to be beneficial to students' argumentative writing (Berry & Mason, 2012;De La Paz & Graham, 2002;Graham & Perin, 2007;Mason et al, 2013).…”

Section: Srsd and Its Influence On Writingmentioning

confidence: 99%

“…Second, the process approach is more productive and more beneficial for L2 learners (Ferris & Hedgcock, 2004;Graham & Perin, 2007;Zamel, 1982) and particularly Saudi learners (Alhosani, 2008) is now considered the dominant approach of writing in middle and high school in the United States (Applebee & Langer, 2011). However, the SRSD instructional framework follow the process approach proved its beneficial value on native English speakers who are at different educational levels such as college (Graham & Harris, 2003;Song & Ferretti, 2013;), high school (Mason et al, 2013), intermediate school (De La Paz & Graham, 2002), and elementary school (Graham et al, 2005), as well as L2 English learners at the elementary school level (Glaser & Brunstein, 2007). Also, a recent study that used (SRSD) framework revealed a significant improvement on undergraduate Saudi students' writing majoring in English at Saudi university (Alshammari, 2016).…”

Section: Srsd and Its Influence On Writingmentioning

confidence: 99%

The Effectiveness of STOP and DARE in Planning and Drafting Argumentative Writing: A case of Saudi College Level Students

Journal¹

2018

Preprint

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Changing social dynamics have influenced writing a lot and learning and teaching process has also evolved greatly in terms of its theoretical as well as practical aspects. EFL learners in Saudi context behave very much differently to the writing tasks as English is introduced at a later stage in school education. Consequently, learners face a lot of challenges in responding positively to the methods and strategies implemented at the college level. The courses are intensive but failed to achieve the desired outcomes at the end of the program. A sample of work from 20 second year bachelor level students is taken to check the validity STOP and DARE strategy in improving students’ writing skills and also to see how the learners respond to this method. Teaching of argumentative writing is a part of their mother tongue teaching of which they are conceptually aware of but how do they respond in EFL learning is of interest to this present study.

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Improving quick writing performance of middle-school struggling learners

Cited by 17 publications

References 36 publications

Effects of Self-regulated Learning Strategies on Learning of English Language by Students of Eighth Grade

Effects of Self-regulated Learning Strategies on Learning of English Language by Students of Eighth Grade

Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities

The Effectiveness of STOP and DARE in Planning and Drafting Argumentative Writing: A case of Saudi College Level Students

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