Promoting independence and fluent writing through behavioural self‐management

Background. To improve their ability in written expression children need to be given adequate practice. It is suggested that current methods do not always encourage pupils to write nor do they foster independence. Aims. This study attempts to develop further a strategy which promotes independence through self‐management and improves writing skills under the process approach. Sample. The sample comprised a class of 32 fourth‐grade girls in a primary school in Athens for which the researcher was also the teacher. Methods. An ABAB repeated‐measures withdrawal design was used. Story writing was encouraged using a self‐management package. In addition to the feedback given through using the package the girls also received responsive feedback from the teacher every time they wrote. Results. Quantitative and qualitative analyses were employed to show that both quantity and quality of the children's writing improved. Conclusions. The effectiveness of this approach, which was modified and improved from a previous study, was demonstrated in another country. Its feasibility was also shown in that the researcher was, at the same time, the class teacher

Class (philosophy) · Developmental psychology · Expression (computer science) · Independence (probability theory) · Mathematics education · Pedagogy · Process (computing) · Quality (philosophy) · Sample (material) · Computer Science · EFL/ESL Teaching and Learning · Mental Health via Writing · Psychology · Writing and Handwriting Education