Abstract
We designed and investigated the first set of instructional procedures we are aware of to teach 4th and 5th grade students how to write a persuasive essay following close reading of a source text. Eight boys and girls attending a diverse, low income school who were having difficulty learning to write participated in an experimental multiple-baseline design study. Self-regulated strategy development instruction for close reading of informational text and writing to persuade was situated in the writing process and included discussion, modeling, explicit instruction, scaffolding, collaboration among peers and with teachers, self-regulation of the writing process and affect, and additional components and characteristics. Outcome measures included genre elements, holistic quality, number of words written, and complexity of plans for writing. All students showed meaningful gains on the writing outcomes, with the exception of length, which varied, as predicted. Limitations and directions for future research are considered.
Original language | English (US) |
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Pages (from-to) | 1459-1482 |
Number of pages | 24 |
Journal | Reading and Writing |
Volume | 32 |
Issue number | 6 |
DOIs | |
State | Published - Jun 15 2019 |
Externally published | Yes |
Keywords
- CCSS
- Close reading
- Persuasive writing
- Reading and writing
- SRSD
- Writing to learn
ASJC Scopus subject areas
- Neuropsychology and Physiological Psychology
- Education
- Linguistics and Language
- Speech and Hearing