Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach

Harris, Karen R.; Santangelo, Tanya; Graham, Steve

doi:10.1007/s11251-008-9062-9

Cited by 48 publications

(34 citation statements)

References 37 publications

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“…A constructivist stance should lead us to focus on how to best induce active sense-making and knowledge construction, irrespective whether the chosen learning environment is usually regarded as a ''traditional'' or a ''constructivist'' arrangement (cf. also the balanced position of Harris et al 2008).…”

mentioning

confidence: 88%

Why constructivists should not talk about constructivist learning environments: a commentary on Loyens and Gijbels (2008)

Renkl

2009

Instr Sci

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mentioning

confidence: 88%

Why constructivists should not talk about constructivist learning environments: a commentary on Loyens and Gijbels (2008)

Renkl

2009

Instr Sci

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“…Several meta-analyses (Graham and Perin, 2007; Graham et al, 2012; Graham and Harris, 2014) have indicated that strategy-focused instruction is the most effective approach to improve students writing, relative to the other types on instruction identified in their meta-analyses, with typically large positive effects on the quality of students’ texts. This approach aims to give students explicit strategies for regulating both what they write and the processes that they adopt when writing it (Alexander et al, 1998; Harris et al, 2008). …”

Section: Introductionmentioning

confidence: 99%

Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students’ Writing Development

et al. 2017

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Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct instruction, modeling and scaffolded practice. This multi-component nature has two drawbacks: it makes implementation challenging due to the amount of time and training required to perform each stage, and it is difficult to determine the underlying mechanisms that contribute to its effectiveness. To unpack why strategy-focused instruction is effective, we explored the specific effects of two key components: direct teaching of writing strategies and modeling of strategy use. Six classes (133 students) of upper-primary education were randomly assigned to one of the two experimental conditions, in which students received instruction aimed at developing effective strategies for planning and drafting, or control group with no strategy instruction: Direct Instruction (N = 46), Modeling (N = 45), and Control (N = 42). Writing performance was assessed before the intervention and immediately after the intervention with two tasks, one collaborative and the other one individual to explore whether differential effects resulted from students writing alone or in pairs. Writing performance was assessed through reader-based and text-based measures of text quality. Results at post-test showed similar improvement in both intervention conditions, relatively to controls, in all measures and in both the collaborative and the individual task. No statistically significant differences were observed between experimental conditions. These findings suggest that both components, direct teaching and modeling, are equally effective in improving writing skills in upper primary students, and these effects are present even after a short training.

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“…Several studies have shown positive effect sizes, varying from medium to high, for the explicit teaching of specific text structure strategies that include planning and revising instruction [67,68]. The explicit teaching of those skills is needed because the difficulties students with LLD encounter in the writing process are partially due to executive control issues [20,69].…”

Section: Intervention Framework For Written Language For Students Witmentioning

confidence: 99%

Linking Executive Functions and Written Language: Intervention for Students with Language Learning Disorders

Watson¹,

Michalek²,

Gable³

2016

Int J Sch Cog Psychol

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Purpose: School based speech-language pathologists (SLPs) has an important role in the identification and intervention of problems in oral and written language. In collaboration with classroom teachers, they often are asked to develop intervention plans that include evidence-based practices for those students with language learning disabilities (LLD) who have language deficits. The purpose of this article is to bridge theory to practice by explaining an evidence-based instructional model, the self-regulated strategy development model (SRSD), for SLPs to consider as they deliver instruction to support the written language deficits of students with LLD. Method:The authors examine critically the relationship between executive functions (EFs) and written expression. They discuss the EFs researchers have identified as important to students' development of written expression and the difficulties students with LLD encounter in completing written expression tasks. The authors outline a model of EFs in relationship to the "Not-So-Simple view of writing" model which provides a framework for viewing the multiple components of the writing system. Conclusion:Based on the review of the literature, the SRSD is an effective evidence-based teaching model for instructing students with LLD that integrates and scaffolds the EFs essential for developing written expression skills.

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Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach

Cited by 48 publications

References 37 publications

Why constructivists should not talk about constructivist learning environments: a commentary on Loyens and Gijbels (2008)

Why constructivists should not talk about constructivist learning environments: a commentary on Loyens and Gijbels (2008)

Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students’ Writing Development

Linking Executive Functions and Written Language: Intervention for Students with Language Learning Disorders

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