Designing Writers

A Self-Regulated Approach to Multimodal Composition in Teacher Preparation and Early Grades

Dados Bibliográficos

ID22043490
AutoresQi Si (0000-0001-7314-9031, Utah State University, autor correspondente), Tracey S Hodges (0000-0002-7490-8711, Sam Houston State University), Vahid Mousavi (University of Alabama)
Ano2025
Volume15
Fascículo8
Páginas1059
Data de publicação2025-08-19
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducation Sciences (JOURNAL)
Identificadores do periódicoISSN: 2227-7102 • E-ISSN: 2227-7102
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15081059
OpenAlexW4413308293
IdiomaEN
Citações recebidas2
Referências citadas31

Reading and writing in the 21st century have evolved from traditional text-based formats to multimodal literacy, integrating linguistic, visual, auditory, and spatial modes to enhance communication and comprehension. While multimodal reading has been widely studied, multimodal writing remains underexplored, despite its growing importance in K–12 education across disciplines. Multimodal composing demands advanced self-regulation as students navigate multiple digital tools and platforms. Self-regulated learning strategies, particularly the self-regulated strategy development model, offer a promising approach to support students in planning, monitoring, and revising multimodal compositions. However, a comprehensive framework linking self-regulation and multimodal composition is lacking. This article addresses this gap by synthesizing findings from two studies—one in preservice teacher education and another in a first-grade classroom—along with existing research to propose a self-regulated multimodal composing framework. This framework aims to guide educators in fostering students’ autonomy and competence in multimodal composing. By integrating self-regulation strategies with multimodal composition processes, the SRMC framework provides actionable insights for instructional practices, helping teachers support diverse learners in today’s digitally mediated classrooms. The article discusses implications for pedagogy and future research, advocating for greater emphasis on self-regulated multimodal composing in literacy education

Art · Literature · Mathematics education · Pedagogy · Teacher education · Teacher Preparation · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Writing and Handwriting Education