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      Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students’ Writing Development

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          Abstract

          Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct instruction, modeling and scaffolded practice. This multi-component nature has two drawbacks: it makes implementation challenging due to the amount of time and training required to perform each stage, and it is difficult to determine the underlying mechanisms that contribute to its effectiveness. To unpack why strategy-focused instruction is effective, we explored the specific effects of two key components: direct teaching of writing strategies and modeling of strategy use. Six classes (133 students) of upper-primary education were randomly assigned to one of the two experimental conditions, in which students received instruction aimed at developing effective strategies for planning and drafting, or control group with no strategy instruction: Direct Instruction ( N = 46), Modeling ( N = 45), and Control ( N = 42). Writing performance was assessed before the intervention and immediately after the intervention with two tasks, one collaborative and the other one individual to explore whether differential effects resulted from students writing alone or in pairs. Writing performance was assessed through reader-based and text-based measures of text quality. Results at post-test showed similar improvement in both intervention conditions, relatively to controls, in all measures and in both the collaborative and the individual task. No statistically significant differences were observed between experimental conditions. These findings suggest that both components, direct teaching and modeling, are equally effective in improving writing skills in upper primary students, and these effects are present even after a short training.

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          Most cited references47

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          A meta-analysis of writing instruction for adolescent students.

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            A capacity theory of writing: Working memory in composition

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              Ethnic inequalities in doctor-patient communication regarding personal care plans: the mediating effects of positive mental wellbeing

              There is limited understanding of ethnic inequalities in doctor-patient communication regarding personal care plans (PCPs). This study investigated the mediating effects of positive mental wellbeing on differences in PCP-related doctor-patient communication amongst South Asian and Caucasian UK residents.
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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                30 June 2017
                2017
                : 8
                : 1054
                Affiliations
                [1] 1Department of Psychology, Sociology and Philosophy, Faculty of Education, University of León León, Spain
                [2] 2Division of Psychology, Nottingham Trent University Nottingham, United Kingdom
                [3] 3Research Institute for Child Development and Education, University of Amsterdam Amsterdam, Netherlands
                Author notes

                Edited by: José Carlos Núñez, Universidad de Oviedo Mieres, Spain

                Reviewed by: Angela Jocelyn Fawcett, Swansea University, United Kingdom; Ruomeng Zhao, MacPractice, Inc., United States

                *Correspondence: Raquel Fidalgo, rfidr@ 123456unileon.es

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2017.01054
                5491600
                211bf72b-3294-4084-ac58-aeb996af6497
                Copyright © 2017 López, Torrance, Rijlaarsdam and Fidalgo.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 24 March 2017
                : 08 June 2017
                Page count
                Figures: 0, Tables: 4, Equations: 0, References: 50, Pages: 10, Words: 0
                Funding
                Funded by: Ministerio de Economía y Competitividad 10.13039/501100003329
                Award ID: EDU2015-67484-P
                Funded by: Ministerio de Educación, Cultura y Deporte 10.13039/501100003176
                Award ID: FPU13/06428
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                writing,strategy-focused instruction,components analysis,modeling,direct instruction

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