The Effects of Peer-Assisted Sentence-Combining Instruction on the Writing Performance of More and Less Skilled Young Writers.

Saddler, Bruce; Graham, Steve

doi:10.1037/0022-0663.97.1.43

Cited by 144 publications

(134 citation statements)

References 28 publications

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“…On the other hand, we expected that sentencecombining students would outperform their peers at the sentence and word levels because they learnt a strategy to write syntactically complex sentences with cohesion devices, diverse vocabulary, and modifiers. After sentence-combining instruction, non-SRSD studies have reported increases not only in the number of connectives used in writing but also in the number of sentences combined through revision (Saddler & Graham, 2005). By incorporating sentence combining into the SRSD framework, we expected extensive improvements in students' writing at the sentence-and word-levels.…”

Section: Hypothesesmentioning

confidence: 99%

“…Planning and sentencecombining teachers completed 97% and 96% of the proposed steps, respectively. Fifth, the quality of these observed lessons was evaluated on five items: (a) level of students ' engagement, (b) students' responses to questions and participation in discussion, (c) teachers' responses to students' questions, (d) efficiency of instruction, and (e) pacing of instruction (based on Saddler & Graham, 2005). The average quality for planning and sentence-combining instruction was 3.7 and 3.6, respectively (0 = very low; 4 = very high).…”

Section: Treatment Fidelitymentioning

confidence: 99%

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Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition

Limpo

Alves

2013

Contemporary Educational Psychology

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This study tested the effectiveness of two strategy-focused interventions aimed at promoting fifth and sixth graders' opinion essay writing. Over 12 weekly 90-min lessons, two groups of 48 and 39 students received, respectively, planning and sentence-combining instruction, which followed the Self-Regulated Strategy Development (SRSD) model. These intervention groups were compared with a practice control group of 39 students receiving standard writing instruction. The following main findings were noteworthy: (a) planning and sentence-combining instruction enhanced planning and sentence-construction skills, respectively; (b) both interventions increased opinion essay quality and text length; (c) planning instruction enhanced not only discourse-level writing but also some sentence-and word-level aspects of composition; (d) sentence-combining instruction enhanced not only sentence-and word-level writing but also some discourse-level aspects of composition; (e) after instruction, there was a correlation between self-efficacy and writing quality in both intervention groups; and (f) planning, but not sentence-combining, instructional effects generalized to summary writing. Given the importance of writing in present-day knowledge societies, it is of the utmost importance to develop evidence-based practices that promote students' writing performance (Graham, Gillespie, & McKeown, 2012). Based on multiple sources of information, proposed that teaching planning and sentence-combining strategies are effective instructional practices in writing instruction. Nevertheless, little is known about the specific effects and comparative merits of planning and sentence-combining instruction. This was the main purpose of the present study, which examined the effectiveness of two strategy-focused interventions aimed at improving opinion essay writing in Grades 5-6 (age 10-12). One of the programs taught students a strategy to plan opinion essays, while the other program taught them a strategy to combine sentences. Self-regulation procedures to manage these writing strategies were embedded in both programs following the Self-Regulated Strategy Development (SRSD) model (Harris & Graham, 1996, which was adapted to the Portuguese culture and school system.

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Section: Hypothesesmentioning

confidence: 99%

Section: Treatment Fidelitymentioning

confidence: 99%

Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition

Limpo

Alves

2013

Contemporary Educational Psychology

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“…It is important to note, that some studies were placed into more than one treatment, because they included two or more treatments. For example, Saddler and Graham (2005) compared the effects of sentence-combining instruction with more traditional grammar instruction. Thus, it provided an effect size for the sentence-combining treatment as well as an effect size for grammar.…”

Section: Categorizing Studies Into Treatment Conditionsmentioning

confidence: 99%

A meta-analysis of writing instruction for adolescent students.

Graham¹,

Perin²

2007

Journal of Educational Psychology

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1,202

953

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There is considerable concern that the majority of adolescents do not develop the competence in writing they need to be successful in school, the workplace, or their personal lives. A common explanation for why youngsters do not write well is that schools do not do a good job of teaching this complex skill. In an effort to identify effective instructional practices for teaching writing to adolescents, the authors conducted a meta-analysis of the writing intervention literature (Grades 4 -12), focusing their efforts on experimental and quasi-experimental studies. They located 123 documents that yielded 154 effect sizes for quality of writing. The authors calculated an average weighted effect size (presented in parentheses) for the following 11 interventions: strategy instruction (0.82), summarization (0.82), peer assistance (0.75), setting product goals (0.70), word processing (0.55), sentence combining (0.50), inquiry (0.32), prewriting activities (0.32), process writing approach (0.32), study of models (0.25), grammar instruction (-0.32).

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“…In both programs, the author reported that instructors completed an average of 95% of the proposed steps. Fifth, the quality of the observed lessons was evaluated on: (a) level of students' engagement, (b) students' responses to questions and participation in discussion, (c) teachers' responses to students' questions, (d) efficiency of instruction, and (e) pacing of instruction (based on Saddler & Graham, 2005). The average quality of the self-regulation and transcription programs was 3.8 and 3.9, respectively (0 = very low; 4 = very high).…”

Section: Transcription Programmentioning

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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The Effects of Peer-Assisted Sentence-Combining Instruction on the Writing Performance of More and Less Skilled Young Writers.

Cited by 144 publications

References 28 publications

Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition

Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition

A meta-analysis of writing instruction for adolescent students.

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

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