TWA + PLANS Strategies for Expository Reading and Writing: Effects for Nine Fourth-Grade Students

Abstract

Understanding and writing about expository material is difficult for many students. Content classroom activities and assessment tasks, however, are often structured within a framework of student reading followed by extended written response. This multiple probe design across subjects study examined the expository comprehension and informative writing performance of 9 fourth-grade low-achieving students, 4 with disabilities and 5 without disabilities, following SelfRegulated Strategy Development (SRSD) instruction for TWA (Think before reading, think While reading, think After reading) and PLANS (Pick goals, List ways to meet goals, And, make Notes and Sequence notes). Student performance, as measured by oral and written retells, improved and was maintained following instruction. Students also liked the strategies as well as instruction, and believed that TWA + PLANS improved their reading and writing.

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

“…Their retells may reveal to them the quantity and quality of their recollections and understandings of details and events from text. Students and teachers can use oral and written retells as permanent products for evaluating comprehension of text, and, if necessary, can modify strategies to boost performance (Mason, Snyder, Sukhram, & Kedem, 2006).…”

Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders

“…Each GRA instructor had two years research experience in SRSD instruction for reading comprehension and writing (Mason, 2006;Mason & Meadan, 2006;Mason, Snyder, Jones, & Kedem, 2006) as well as previous classroom experience in teaching students with disabilities, including students with EBD. Throughout instruction, existing student behavior management plans were implemented with the support of the ITP teacher.…”

Going Beyond Test-Taking Strategies: Building Self-Regulated Students and Teachers

“…We know that readers must use self-regulated strategies to fully employ their ability to interpret or make meaning of texts. Developing such self-regulated skill holds benefits for many educational tasks, not the least of which is increased test scores (Mason, et al, 2006;Pintrich & DeGroot, 1990). …”

“…How do educators create environments that support students? Research suggests educators should offer high-challenge tasks that engage students over time (Harter, 1996;Markman, 1979;Mason et al, 2006;Miller, 2003;Zimmerman, 2000). Miller andMeece (1997, 1999) define high-challenge tasks as ones that are complex, extend over time, involve peer collaboration, and include student choice.…”

“…They set goals, monitor progress, reflect on outcomes, and are intrinsically motivated to learn (Perry, et al, 2003;Zimmerman, 2002). Previous research suggests that the ability to self-regulate one's learning is correlated to higher levels of achievement (Harter, 1996;Markman, 1979;Mason et al, 2006;Schunk, 2005;Zimmerman, 2000); therefore, helping students become selfregulated not only promotes more independent, competent, and motivated students and teachers, but is also likely to raise test scores (Paris & Paris, 2001;Schunk & Rice, 1991).…”