TY - JOUR
T1 - Investigating Self-Regulated Strategy Development for Persuasive Writing With Elementary School Students in Aotearoa/New Zealand
AU - Escott, Sharnee
AU - McCrudden, Matthew T.
N1 - Publisher Copyright:
© 2021 Childhood Education International.
PY - 2022
Y1 - 2022
N2 - We investigated writing performance and knowledge of writing before and after a persuasive writing intervention for ethnically diverse elementary school students in a low socio-economic community in Aotearoa/New Zealand (NZ). We used a one-group pre-post design. The participants (n = 24) were year 5 and 6 students (ages 9–11) from the same classroom. Before the intervention, students completed writing tasks and a survey about their knowledge of writing. Next, they participated in a 5-week persuasive writing intervention in small groups. After the intervention, students again completed writing tasks and the survey. Results showed that after instruction, students’ persuasive writing performance (d = 1.46) and knowledge of writing improved. These exploratory findings suggest that self-regulated strategy instruction is a promising approach for promoting writing outcomes for ethnically diverse elementary school students in Aotearoa/NZ.
AB - We investigated writing performance and knowledge of writing before and after a persuasive writing intervention for ethnically diverse elementary school students in a low socio-economic community in Aotearoa/New Zealand (NZ). We used a one-group pre-post design. The participants (n = 24) were year 5 and 6 students (ages 9–11) from the same classroom. Before the intervention, students completed writing tasks and a survey about their knowledge of writing. Next, they participated in a 5-week persuasive writing intervention in small groups. After the intervention, students again completed writing tasks and the survey. Results showed that after instruction, students’ persuasive writing performance (d = 1.46) and knowledge of writing improved. These exploratory findings suggest that self-regulated strategy instruction is a promising approach for promoting writing outcomes for ethnically diverse elementary school students in Aotearoa/NZ.
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U2 - 10.1080/02568543.2021.1990168
DO - 10.1080/02568543.2021.1990168
M3 - Article
AN - SCOPUS:85118668202
SN - 0256-8543
VL - 36
SP - 392
EP - 405
JO - Journal of Research in Childhood Education
JF - Journal of Research in Childhood Education
IS - 3
ER -