Journalartikel

Jahr der Veröffentlichung: 2007

Seiten: 297-310

Zeitschrift: Journal of Educational Psychology

Bandnummer: 99

Heftnummer: 2

ISSN: 0022-0663

eISSN: 1939-2176

DOI Link: https://doi.org/10.1037/0022-0663.99.2.297

Verlag: American Psychological Association

Abstract: 
Extending S. Graham and K. R. Harris's (2003) self-regulated strategy development model, this study examined whether self-re gulation procedures would increase the effectiveness of a writing strategies training designed to improve 4th graders' (N = 113) composition skills. Students who were taught composition strategies in conjunction with self-regulation procedures were compared with (a) students who were taught the same strategies but received no instruction in self-regulation and (b) students who received didactic lessons in composition. Both at posttest and at maintenance (5 weeks after the instruction), strategy plus self-regulation students wrote more complete and qualitatively better stories than students in the 2 comparison conditions. They also displayed superior performance at a transfer task requiring students to recall essential parts of an orally presented story.

Harvard-Zitierstil: Glaser, C. and Brunstein, J. (2007) Improving fourth-grade students' composition skills: Effects of strategy instruction and self-regulation procedures, Journal of Educational Psychology, 99(2), pp. 297-310. https://doi.org/10.1037/0022-0663.99.2.297

APA-Zitierstil: Glaser, C., & Brunstein, J. (2007). Improving fourth-grade students' composition skills: Effects of strategy instruction and self-regulation procedures. Journal of Educational Psychology. 99(2), 297-310. https://doi.org/10.1037/0022-0663.99.2.297