Improving quick writing performance of middle-school struggling learners
Identifieur interne : 000038 ( Main/Exploration ); 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). .
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<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><idno type="MainMerge">000038</idno><idno type="wicri:Area/Main/Merge">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></record>Pour manipuler ce document sous Unix (Dilib)
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