2024-03-28T11:37:50Zhttp://buleria.unileon.es/oai/requestoai:buleria.unileon.es:10612/138392022-02-11T13:47:44Zcom_10612_17col_10612_18
Rodríguez-Málaga, Lucía
Fidalgo Redondo, Raquel
2022-01-27T10:48:52Z
2022-01-27T10:48:52Z
0922-4777
http://hdl.handle.net/10612/13839
10.1007/s11145-020-10088-4
1573-0905
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
info:eu-repo/semantics/openAccess
Educación
Educación Infantil
Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process?
info:eu-repo/semantics/article