کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
352602 618603 2013 11 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Improving quick writing performance of middle-school struggling learners
ترجمه فارسی عنوان
تلاش در بهبود عملکرد نوشتن سریع در زبان آموزان ​​مدرسه متوسط
کلمات کلیدی
نوشتن آموزش؛ دانش آموزان کم دستیابی به؛ خود تنظیم
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
چکیده انگلیسی


• The effects of supplemental writing instruction were evaluated in a quasi-experimental study.
• Measures included researcher-developed writing probes.
• Performance was measured in individual sessions and in the general education classroom.
• Results indicated students improved writing performance across measures with large effects.

Writing performanceperformance of 279 seventh- and eighth-grade students in four urban charter schools was evaluated in comparison group pretest/posttest quasi-experimental study. Thirty-three students, identified by cut scores on a standardized fluency measure, received supplemental one-to-one Self-Regulated Strategy Development (SRSD) instruction for persuasive quick writing. Fifty-one students with scores below the cut participated as an eligible non-treatment comparison; 195 students with scores above the cut participated as a non-eligible comparison group. All students’ written responses were evaluated before and after the intervention. Results of repeated measures analysis indicated that students in treatment (additional instruction time + SRSD + planned practice-testing) significantly improved quick writing performance after instruction when compared to pretest performance, and when compared to eligible comparison, with large effect sizes for number of persuasive elements and organizational quality and medium effects for persuasive quality. When compared to non-eligible comparison, students in treatment had significantly higher scores for organizational quality (large effects) and persuasive quality (small effects).

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Contemporary Educational Psychology - Volume 38, Issue 3, July 2013, Pages 236–246
نویسندگان
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