CharterV3, Francis, Curation, bibRecord, 000042

Improving quick writing performance of middle-school struggling learners

Identifieur interne : 000042 ( Francis/Curation ); précédent : 000041; suivant : 000043

Improving quick writing performance of middle-school struggling learners

Auteurs : RBID : Francis:13-0373239

Descripteurs français

Pascal (Inist)
- Ecriture, Performance, Milieu scolaire, Instruction, Autorégulation, Réussite scolaire, Adolescent, Etudiant.
Wicri :
- topic : Milieu scolaire.

English descriptors

KwdEn :
- Academic achievement, Adolescent, Hand writing, Instruction, Performance, School environment, Self regulation, Student.

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). .

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A11	`03`	`1`		`@1 KOSTEWICZ (Douglas E.)`
A11	`04`	`1`		`@1 MONG CRAMER (Anne)`
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A14	`02`			`@1 The Pennsylvania State University @3 USA @Z 2 aut.`
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C01	`01`		`ENG`	@0 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). .
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C07	`02`	`X`	`SPA`	`@0 Lenguaje @5 37`
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Francis:13-0373239

Le document en format XML

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<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>
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Improving quick writing performance of middle-school struggling learners

Improving quick writing performance of middle-school struggling learners

Descripteurs français

English descriptors

Abstract

Links toward previous steps (curation, corpus...)

Links to Exploration step

Le document en format XML

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