Journalartikel

Jahr der Veröffentlichung: 2012

Seiten: 19-30

Zeitschrift: German Journal of Educational Psychology

Bandnummer: 26

Heftnummer: 1

ISSN: 1010-0652

eISSN: 1664-2910

DOI Link: https://doi.org/10.1024/1010-0652/a000057

Verlag: Hogrefe

Abstract: 
In a classroom-based writing intervention study with 117 fourth graders, we examined the effects of self-monitoring and operant reinforcement procedures on the compositional achievements of students with and without externalizing behavior. Six classes were randomly assigned to one of three conditions: strategies instruction plus self-monitoring of strategy use and operant rewards for instrumental behavior; strategies instruction plus self-monitoring; and strategies instruction alone. In five 90-min sessions, students were taught a set of genre-specific strategies for writing good narratives. Both self-monitoring of strategy use and the addition of operant rewards augmented the effects strategy instructions had on students writing performance. Students with behavior problems gained most from the full intervention program (strategy instruction plus self-monitoring and operant reinforcement). These performance effects were mediated by students' observed on-task-behavior during the treatment phase.

Harvard-Zitierstil: Glaser, C., Palm, D. and Brunstein, J. (2012) Writing Strategies Instruction for Fourth Graders with and without Problem Behavior: Effects of Self-Monitoring and Operant Procedures on Compositional Achievements and on-task Behavior, German Journal of Educational Psychology, 26(1), pp. 19-30. https://doi.org/10.1024/1010-0652/a000057

APA-Zitierstil: Glaser, C., Palm, D., & Brunstein, J. (2012). Writing Strategies Instruction for Fourth Graders with and without Problem Behavior: Effects of Self-Monitoring and Operant Procedures on Compositional Achievements and on-task Behavior. German Journal of Educational Psychology. 26(1), 19-30. https://doi.org/10.1024/1010-0652/a000057