Improving quick writing performance of middle-school struggling learners
Identifieur interne : 000038 ( Francis/Checkpoint ); précédent : 000037; suivant : 000039Improving quick writing performance of middle-school struggling learners
Auteurs : RBID : Francis:13-0373239Descripteurs français
- Pascal (Inist)
- Wicri :
- topic : Milieu scolaire.
English descriptors
- KwdEn :
Abstract
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). .
Links toward previous steps (curation, corpus...)
Links to Exploration step
Francis:13-0373239Le document en format XML
<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en" level="a">Improving quick writing performance of middle-school struggling learners</title><author><name sortKey="Mason, Linda H" uniqKey="Mason L">Linda H. Mason</name><affiliation wicri:level="1"><inist:fA14 i1="01"><s1>The University of North Carolina</s1><s2>Chapel Hill</s2><s3>USA</s3><sZ>1 aut.</sZ></inist:fA14><country>États-Unis</country><wicri:noRegion>The University of North Carolina</wicri:noRegion></affiliation></author><author><name sortKey="Kubina, Richard M Jr" uniqKey="Kubina R">Richard M. Jr. Kubina</name><affiliation wicri:level="4"><inist:fA14 i1="02"><s1>The Pennsylvania State University</s1><s3>USA</s3><sZ>2 aut.</sZ></inist:fA14><country>États-Unis</country><placeName><settlement type="city">University Park (Pennsylvanie)</settlement><region type="state">Pennsylvanie</region></placeName><orgName type="university">Université d'État de Pennsylvanie</orgName></affiliation></author><author><name sortKey="Kostewicz, Douglas E" uniqKey="Kostewicz D">Douglas E. Kostewicz</name><affiliation wicri:level="4"><inist:fA14 i1="03"><s1>University of Pittsburgh</s1><s3>USA</s3><sZ>3 aut.</sZ></inist:fA14><country>États-Unis</country><placeName><settlement type="city">Pittsburgh</settlement><region type="state">Pennsylvanie</region></placeName><orgName type="university">Université de Pittsburgh</orgName></affiliation></author><author><name sortKey="Mong Cramer, Anne" uniqKey="Mong Cramer A">Anne Mong Cramer</name><affiliation wicri:level="1"><inist:fA14 i1="04"><s1>Indiana University of Pennsylvania</s1><s3>USA</s3><sZ>4 aut.</sZ></inist:fA14><country>États-Unis</country><wicri:noRegion>Indiana University of Pennsylvania</wicri:noRegion></affiliation></author><author><name sortKey="Datchuk, Shawn" uniqKey="Datchuk S">Shawn Datchuk</name><affiliation wicri:level="1"><inist:fA14 i1="05"><s1>University of Vermont</s1><s3>USA</s3><sZ>5 aut.</sZ></inist:fA14><country>États-Unis</country><wicri:noRegion>University of Vermont</wicri:noRegion></affiliation></author></titleStmt><publicationStmt><idno type="inist">13-0373239</idno><date when="2013">2013</date><idno type="stanalyst">FRANCIS 13-0373239 INIST</idno><idno type="RBID">Francis:13-0373239</idno><idno type="wicri:Area/Francis/Corpus">000042</idno><idno type="wicri:Area/Francis/Curation">000042</idno><idno type="wicri:Area/Francis/Checkpoint">000038</idno></publicationStmt><seriesStmt><idno type="ISSN">0361-476X</idno><title level="j" type="abbreviated">Contemp. educ. psychol.</title><title level="j" type="main">Contemporary educational psychology</title></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Academic achievement</term><term>Adolescent</term><term>Hand writing</term><term>Instruction</term><term>Performance</term><term>School environment</term><term>Self regulation</term><term>Student</term></keywords><keywords scheme="Pascal" xml:lang="fr"><term>Ecriture</term><term>Performance</term><term>Milieu scolaire</term><term>Instruction</term><term>Autorégulation</term><term>Réussite scolaire</term><term>Adolescent</term><term>Etudiant</term></keywords><keywords scheme="Wicri" type="topic" xml:lang="fr"><term>Milieu scolaire</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">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). .</div></front></TEI><inist><standard h6="B"><pA><fA01 i1="01" i2="1"><s0>0361-476X</s0></fA01><fA03 i2="1"><s0>Contemp. educ. psychol.</s0></fA03><fA05><s2>38</s2></fA05><fA06><s2>3</s2></fA06><fA08 i1="01" i2="1" l="ENG"><s1>Improving quick writing performance of middle-school struggling learners</s1></fA08><fA11 i1="01" i2="1"><s1>MASON (Linda H.)</s1></fA11><fA11 i1="02" i2="1"><s1>KUBINA (Richard M. JR. )</s1></fA11><fA11 i1="03" i2="1"><s1>KOSTEWICZ (Douglas E.)</s1></fA11><fA11 i1="04" i2="1"><s1>MONG CRAMER (Anne)</s1></fA11><fA11 i1="05" i2="1"><s1>DATCHUK (Shawn)</s1></fA11><fA14 i1="01"><s1>The University of North Carolina</s1><s2>Chapel Hill</s2><s3>USA</s3><sZ>1 aut.</sZ></fA14><fA14 i1="02"><s1>The Pennsylvania State University</s1><s3>USA</s3><sZ>2 aut.</sZ></fA14><fA14 i1="03"><s1>University of Pittsburgh</s1><s3>USA</s3><sZ>3 aut.</sZ></fA14><fA14 i1="04"><s1>Indiana University of Pennsylvania</s1><s3>USA</s3><sZ>4 aut.</sZ></fA14><fA14 i1="05"><s1>University of Vermont</s1><s3>USA</s3><sZ>5 aut.</sZ></fA14><fA20><s1>236-246</s1></fA20><fA21><s1>2013</s1></fA21><fA23 i1="01"><s0>ENG</s0></fA23><fA43 i1="01"><s1>INIST</s1><s2>16036</s2><s5>354000506530060070</s5></fA43><fA44><s0>0000</s0><s1>© 2013 INIST-CNRS. All rights reserved.</s1></fA44><fA45><s0>1 p.1/4</s0></fA45><fA47 i1="01" i2="1"><s0>13-0373239</s0></fA47><fA60><s1>P</s1></fA60><fA61><s0>A</s0></fA61><fA64 i1="01" i2="1"><s0>Contemporary educational psychology</s0></fA64><fA66 i1="01"><s0>NLD</s0></fA66><fC01 i1="01" l="ENG"><s0>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). .</s0></fC01><fC02 i1="01" i2="X"><s0>770B11C</s0><s1>II</s1></fC02><fC03 i1="01" i2="X" l="FRE"><s0>Ecriture</s0><s5>01</s5></fC03><fC03 i1="01" i2="X" l="ENG"><s0>Hand writing</s0><s5>01</s5></fC03><fC03 i1="01" i2="X" l="SPA"><s0>Escritura</s0><s5>01</s5></fC03><fC03 i1="02" i2="X" l="FRE"><s0>Performance</s0><s5>02</s5></fC03><fC03 i1="02" i2="X" l="ENG"><s0>Performance</s0><s5>02</s5></fC03><fC03 i1="02" i2="X" l="SPA"><s0>Rendimiento</s0><s5>02</s5></fC03><fC03 i1="03" i2="X" l="FRE"><s0>Milieu scolaire</s0><s5>03</s5></fC03><fC03 i1="03" i2="X" l="ENG"><s0>School environment</s0><s5>03</s5></fC03><fC03 i1="03" i2="X" l="SPA"><s0>Medio escolar</s0><s5>03</s5></fC03><fC03 i1="04" i2="X" l="FRE"><s0>Instruction</s0><s5>04</s5></fC03><fC03 i1="04" i2="X" l="ENG"><s0>Instruction</s0><s5>04</s5></fC03><fC03 i1="04" i2="X" l="SPA"><s0>Instrucción</s0><s5>04</s5></fC03><fC03 i1="05" i2="X" l="FRE"><s0>Autorégulation</s0><s5>05</s5></fC03><fC03 i1="05" i2="X" l="ENG"><s0>Self regulation</s0><s5>05</s5></fC03><fC03 i1="05" i2="X" l="SPA"><s0>Autoregulación</s0><s5>05</s5></fC03><fC03 i1="06" i2="X" l="FRE"><s0>Réussite scolaire</s0><s5>06</s5></fC03><fC03 i1="06" i2="X" l="ENG"><s0>Academic achievement</s0><s5>06</s5></fC03><fC03 i1="06" i2="X" l="SPA"><s0>Logro escolar</s0><s5>06</s5></fC03><fC03 i1="07" i2="X" l="FRE"><s0>Adolescent</s0><s5>18</s5></fC03><fC03 i1="07" i2="X" l="ENG"><s0>Adolescent</s0><s5>18</s5></fC03><fC03 i1="07" i2="X" l="SPA"><s0>Adolescente</s0><s5>18</s5></fC03><fC03 i1="08" i2="X" l="FRE"><s0>Etudiant</s0><s5>19</s5></fC03><fC03 i1="08" i2="X" l="ENG"><s0>Student</s0><s5>19</s5></fC03><fC03 i1="08" i2="X" l="SPA"><s0>Estudiante</s0><s5>19</s5></fC03><fC07 i1="01" i2="X" l="FRE"><s0>Homme</s0></fC07><fC07 i1="01" i2="X" l="ENG"><s0>Human</s0></fC07><fC07 i1="01" i2="X" l="SPA"><s0>Hombre</s0></fC07><fC07 i1="02" i2="X" l="FRE"><s0>Langage</s0><s5>37</s5></fC07><fC07 i1="02" i2="X" l="ENG"><s0>Language</s0><s5>37</s5></fC07><fC07 i1="02" i2="X" l="SPA"><s0>Lenguaje</s0><s5>37</s5></fC07><fN21><s1>350</s1></fN21></pA></standard></inist></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Linguistique/explor/CharterV3/Data/Francis/Checkpoint
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000038 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Francis/Checkpoint/biblio.hfd -nk 000038 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Wicri/Linguistique
|area= CharterV3
|flux= Francis
|étape= Checkpoint
|type= RBID
|clé= Francis:13-0373239
|texte= Improving quick writing performance of middle-school struggling learners
}}
| This area was generated with Dilib version V0.6.07. |  |