Journal article

Publication year: 2009

Pages: 5-18

Journal: German Journal of Educational Psychology

Volume number: 23

Issue number: 1

ISSN: 1010-0652

eISSN: 1664-2910

DOI Link: https://doi.org/10.1024/1010-0652.23.1.5

Publisher: Hogrefe

Abstract: 
In a sample of 119 fourth graders, we examined the effects of a curriculum-integrated story-writing training on strategy-related and performance-related measures of story quality and subjective indicators of writing competence. Students who received the writing strategies training in conjunction with self-regulation procedures (self-regulated writing strategies condition) were compared with students who were taught the same strategies but received no instruction in self-regulation procedures (writing strategies condition). In both conditions, the training period covered a 5-week interval (one 90 min session per week) in which all students were taught strategies for planning and composing narratives (picture stories) in small groups. At posttest and follow-up assessments (6 weeks after completion of the training), students of the self-regulated writing strategies condition outperformed students of the writing strategies condition in (a) strategy-related story variables (content, vocabulary, coherence), (b) a holistic measure of story quality, and (c) writing-related self-assessments of self-efficacy and their self-concept of ability. At an untrained transfer task (a personal narrative) students of the self-regulated writing strategies condition also displayed superior task performance.

Harvard Citation style: Glaser, C., Kessler, C. and Brunstein, J. (2009) Improving Fourth Graders' Self-Regulated Writing Skills: Effects on Strategy-Related, Holistic, and Subjective Measures of Writing Competence, German Journal of Educational Psychology, 23(1), pp. 5-18. https://doi.org/10.1024/1010-0652.23.1.5

APA Citation style: Glaser, C., Kessler, C., & Brunstein, J. (2009). Improving Fourth Graders' Self-Regulated Writing Skills: Effects on Strategy-Related, Holistic, and Subjective Measures of Writing Competence. German Journal of Educational Psychology. 23(1), 5-18. https://doi.org/10.1024/1010-0652.23.1.5