The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties

Lane, Kathleen Lynne; Harris, Karen R.; Graham, Steve; Weisenbach, Jessica L.; Brindle, Mary; Morphy, Paul

doi:10.1177/0022466907310370

Cited by 120 publications

(133 citation statements)

References 46 publications

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“…They found that the students who receive SRSD model for POW and TREE have greater gains in essay quality when compared to students who receive traditional writing instruction. In line with Baghbadorani&Roohani (2014), Lane, Harris, Graham, Weisenbach, Brindle &Morphy (2006) also conducted the study in the same topic. Their result of their study showed that there were some improvements in story completeness, length, and quality of writing.…”

Section: Results and Analysismentioning

confidence: 77%

Pick the Idea, Organize, Write It Up (POW) & Topic, Reason, Explain, Ending (TREE) for Teaching Cohesive Devices in EFL Students

Ilmi

2017

ADJES

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The aim of this research isto explore how the way I use POW+TREE strategy to improve students' cohesive devices mastery. This research was conducted in one of junior high school in Surakarta at eighth grade students. Based on the preliminary study, I found that students had writing problems in mastering cohesive devices. I chose POW+TREE strategy to improve their writing problems in mastering cohesive devices. This study used Classroom Action Research (CAR) research design. The CAR activity involves of planning, acting, observing, and reflecting. The subjects of this study are 29 students in the eighth grade in academic year 2016/2017. The data were collected through writing test, observation, and field-notes.There was an improvement in the students' score from preliminary study and after the implementation of the strategy. The average score after implementation in cycle 2 was 83.24. As the result of observation sheet, it showed that the students' interest also increased that was proved by students' activeness in asking difficult words. The field notes showed that in the teaching and learning process, most of the students enjoyed in writing activity. Hence, it can be concluded that the implementation of POW+TREE strategy was successful for students' writing ability in mastering cohesive devices.Considering that the strategy had successfully improved the students' writing ability in mastering cohesive devices it is suggested for future researchers to conduct an experimental research related to this strategy for the same skill.Keywords: writing, cohesive devices, POW+TREE strategy, CAR INTRODUCTIONWriting is a basic skill which must be possessed by the students.This skill is needed in every teaching and learning process in English lesson. It is not only to express their imagination in the written language but also to develop students' creativity and motivation in writing.In writing activity, the writer must know how to communicate their ideas in order to make the readers understand what the writer haswritten (Rosmeri, 2014: 1). According to Graham & Perin (2007: 23), writing plays main roles in the school. "First, it is a skill that draws on sub-skills and processes. Second, writing is a means to extend and deepen students' knowledge" (Graham &Perin, 2007: 23). It means that the students have to master their writing by learning the writing process itself. By learning the writing process, students will understand deeply how to write a good writing product and increase their knowledge creativity.Based on the interview with the English teacher and three students in the preliminary study that conducted at September 26 th 2016, I found that students have difficulties in writing for a variety of reasons. First, the teacher did not use the certain technique in teaching and learning process. He always used the threephase technique, the traditional technique, to teach his students. He did not use the effective strategies to deliver the materials. The second problem is most of the students did not finish their homew...

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Section: Results and Analysismentioning

confidence: 77%

Pick the Idea, Organize, Write It Up (POW) & Topic, Reason, Explain, Ending (TREE) for Teaching Cohesive Devices in EFL Students

Ilmi

2017

ADJES

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“…many students in the classroom, some students need additional systematic instruction in writing in order to be successful (Graham, Harris & Mason, 2008). For students who are socio-economically at risk and/or are disabled, the complex processes (Lane, Harris, Graham, Weisenbach, Brindle, Morphy (2008). There is a strong body of high-quality research, however, which supports quality instruction, including writing instruction.…”

Section: Process Writingmentioning

confidence: 99%

Conspicuous Strategies in Teaching Expressive Writing: A Quantitative Study Comparing Two Approaches to Process Writing

Fontenot¹,

Carney²,

Hansen³

2015

JIR

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“…In addition, surprisingly, revision of meaning related issues and formal issues seem to go hand in hand, instead of one inhibiting the other because of working memory constraints (cf. McCutchen, 2008).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Comments of peers can also help focusing on specific problems in texts, and solving these problems by suggesting concrete revisions. Such revisions can contribute to text coherence (McCutchen, 2008). A number of studies (Beal, 1996;Beason, 1993;Fitzgerald, 1987; documented that young writers find it difficult to make sensible revisions on their own.…”

Section: Writing With Peer Responsementioning

confidence: 99%

Writing with peer response using genre knowledge : a classroom intervention study

Hoogeveen¹

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The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties

Cited by 120 publications

References 46 publications

Pick the Idea, Organize, Write It Up (POW) & Topic, Reason, Explain, Ending (TREE) for Teaching Cohesive Devices in EFL Students

Pick the Idea, Organize, Write It Up (POW) & Topic, Reason, Explain, Ending (TREE) for Teaching Cohesive Devices in EFL Students

Conspicuous Strategies in Teaching Expressive Writing: A Quantitative Study Comparing Two Approaches to Process Writing

Writing with peer response using genre knowledge : a classroom intervention study

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