Journalartikel

Jahr der Veröffentlichung: 2007

Seiten: 51-63

Zeitschrift: German Journal of Educational Psychology

Bandnummer: 21

Heftnummer: 1

ISSN: 1010-0652

eISSN: 1664-2910

DOI Link: https://doi.org/10.1024/1010-0652.21.1.51

Verlag: Hogrefe

Abstract: 
In a sample of 42 sixth graders, we examined the effectiveness of a story-writing training in which we combined strategies for revising narratives with self-regulatory procedures. Students who received the self-regulatory revising strategies training (SRT) were compared with (a) students who were taught the same strategies but received no instruction in self-regulation, and (b) students who received conventional classroom lessons in composing. For a 5-week period (one 90 min session per week), students of both intervention conditions were taught in small groups the use of strategies required to revise narratives. In addition, the self-regulation training involved exercises in goal setting, strategy monitoring, and self-evaluation. Immediately after the intervention, SRT students were more effective in mastering revision tasks than students of either comparison group. At posttest and follow-up assessments, SRT-students also displayed superior performance with respect to the quality of both their final stories (after the revision) and their first drafts (prior to the revision).

Harvard-Zitierstil: Glaser, C. and Brunstein, J. (2007) Enhancing sixth graders' skills in revising narrative material: Effects of strategy instruction and self-regulation procedures, German Journal of Educational Psychology, 21(1), pp. 51-63. https://doi.org/10.1024/1010-0652.21.1.51

APA-Zitierstil: Glaser, C., & Brunstein, J. (2007). Enhancing sixth graders' skills in revising narrative material: Effects of strategy instruction and self-regulation procedures. German Journal of Educational Psychology. 21(1), 51-63. https://doi.org/10.1024/1010-0652.21.1.51