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    Título
    Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process?
    Autor
    Rodríguez-Málaga, Lucía
    Fidalgo Redondo, RaquelAutoridad Buleria
    Facultad/Centro
    Facultad de Educacion
    Área de conocimiento
    Psicologia Evolutiva y de la Educacion
    Título de la revista
    Reading and Writing
    Número de la revista
    7
    Editor
    Springer
    Fecha
    2020-08-29
    ISSN
    0922-4777
    Abstract
    The principal aim of strategy-focused instruction is to teach students strategies to control their writing processes and achieve quality writing. For this purpose, nine 4th grade Elementary School classes from three diferent schools (N=215) were randomly allocated to two forms of strategy-focused program called cognitive selfregulation instruction (CSRI). The full-CSRI (experimental condition 1, n=72) taught students a strategic approach to set appropriate product goals along with planning strategies. However, in the brief-CSRI (experimental condition 2, n=69), the direct teaching of planning procedures was removed. These two experimental conditions were compared with a control condition (n=74). We used a pre-test/posttest design and we also collected a maintenance writing performance 7 months after the intervention. Writing performance was holistically evaluated through readerbased measures made up of aspects related to structure, coherence, and quality. Only the full-CSRI condition wrote better compare–contrast texts than the control group in both the short term and at the maintenance timepoint. The study discusses the efects of the intervention on each measure and whether or not it is necessary to train process strategies
    Materia
    Educación
    Educación Infantil
    Palabras clave
    Writing instruction
    Strategy-focused instruction
    Elementary education
    Peer review
    SI
    URI
    http://hdl.handle.net/10612/13839
    DOI
    10.1007/s11145-020-10088-4
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