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Medientyp:
E-Artikel
Titel:
Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training
Beteiligte:
Limpo, Teresa;
Alves, Rui A.
Erschienen:
SAGE Publications, 2018
Erschienen in:
Journal of Learning Disabilities, 51 (2018) 4, Seite 381-398
Sprache:
Englisch
DOI:
10.1177/0022219417708170
ISSN:
0022-2194;
1538-4780
Entstehung:
Anmerkungen:
Beschreibung:
<jats:p>Writing proficiency is heavily based on acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training with a self-regulation intervention (self-regulated strategy development [SRSD]) in Grade 2 (ages 7–8). Forty-three students receiving self-regulation plus transcription (SRSD+TR) intervention were compared with 37 students receiving a self-regulation only (SRSD only) intervention and 39 students receiving the standard language arts curriculum. Compared with control instruction, SRSD instruction—with or without transcription training—resulted in more complex plans; longer, better, and more complete stories; and the effects transferred to story written recall. Transcription training produced an incremental effect on students’ composing skills. In particular, the SRSD+TR intervention increased handwriting fluency, spelling accuracy for inconsistent words, planning and story completeness, writing fluency, clause length, and burst length. Compared with the SRSD-only intervention, the SRSD+TR intervention was particularly effective in raising the writing quality of poorer writers. This pattern of findings suggests that students benefit from writing instruction coupling self-regulation and transcription training from very early on. This seems to be a promising instructional approach not only to ameliorate all students’ writing ability and prevent future writing problems but also to minimize struggling writers’ difficulties and support them in mastering writing.</jats:p>