Conference paper
More than meets the eye: Self-regulated strategy development for teaching argumentative writing
16th Biennial Earli Conference for Research on Learning and Instruction (Limassol, Cyprus, 25/08/2015–29/08/2015)
2015
Abstract
This multi-method study investigated the impact of an intervention designed to promote ninth-grade studentsí writing performance, strategy use, and discourse knowledge of argumentative writing. Following the Self-Regulated Strategy Development (SRSD) model, strategies to plan and write argumentative essays were implemented in two whole-classroom settings. Twenty three students received SRSD instruction combining verbal and visual mnemonics to support learning and recall; twenty five students received SRSD instruction including verbal mnemonics alone. Groups were compared with a control group of 30 students randomly drawn from the remaining four ninth-grade classes receiving standard writing instruction. Results of multivariate analyses of variance (MANOVAs) and follow-up univariate tests supported the incremental effects of combining verbal and visual mnemonics to the SRSD instructional routine, with meaningful effects on studentsí writing performance and reported use of non-genre-specific personal strategies at posttest. National exams completed 15 weeks after instruction reinforced the effectiveness of the implemented SRSD strategies.
Details
- Title
- More than meets the eye: Self-regulated strategy development for teaching argumentative writing
- Authors/Creators
- A. Malpique (Author/Creator)A.M. Veiga Simão (Author/Creator)
- Conference
- 16th Biennial Earli Conference for Research on Learning and Instruction (Limassol, Cyprus, 25/08/2015–29/08/2015)
- Identifiers
- 991005544644007891
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Conference paper
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