Do sixth-grade writers need process strategies

Bibliographic Data

ID5264124
AuthorsMorag Torrance (0000-0002-5305-4315, Nottingham Trent University, corresponding author), Mark Torrance (Division of Psychology; Nottingham Trent University; UK), Raquel Fidalgo (Department of Psychology; Sociology and Philosophy; Faculty of Education; University of León; Spain), Raquel Fidalgo Redondo (0000-0002-5940-286X, Universidad de León), Patricia Robledo (0000-0002-7941-0939, Department of Psychology; Sociology and Philosophy; Faculty of Education; University of León; Spain), Patricia Robledo Ramón (0000-0001-5623-3776, Universidad de León)
Year2015
Volume85
Issue1
Pages91-112
Publication date2015-03-01
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjep.12065
PMID25583519
OpenAlexW2117556375
LanguageEN
Citations received6
References cited26

BACKGROUND: Strategy-focused writing instruction trains students both to set explicit product goals and to adopt specific procedural strategies, particularly for planning text. A number of studies have demonstrated that strategy-focused writing instruction is effective in developing writing performance. AIM: This study aimed to determine whether teaching process strategies provides additional benefit over teaching students to set product goals. SAMPLE: Ninety-four typically developing Spanish sixth-grade (upper primary) students. METHOD: Students received 10 hr of instruction in one of three conditions: Strategy-focused training in setting product goals and in writing procedures (planning and revision; Product-and-Process), strategy-focused training in setting product goals (Product-Only), and product-focused instruction (Control). Students' writing performance was assessed before, during, and after intervention with process measures based on probed self-report and holistic and text-analytic measures of text quality. RESULTS: Training that included process instruction was successful in changing students' writing processes, with no equivalent process changes in the Product-Only or Control conditions. Both Process-and-Product and Product-Only conditions resulted in substantial improvements in the quality of students' texts relative to controls, but with no evidence of benefits of process instruction over those provided by the Product-Only condition. Teaching process substantially increased time-on-task. CONCLUSIONS: Our findings confirm the value of strategy-focused writing instruction, but question the value of training specific process strategies

Mathematics education · Process (computing) · Product (mathematics) · Quality (philosophy) · Set (abstract data type) · Task (project management) · Computer Science · Discourse Analysis in Language Studies · Engineering · Mathematics · Psychology · Reading and Literacy Development · Writing and Handwriting Education

Tools

Open DOISci-Hub