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Assessing Self-Regulation In Grade 1 Writers: An Evaluation Of The Reliability And Validity Of The Interview On Self-Regulation In Early Writing, Ashley A. Bildfell

Electronic Thesis and Dissertation Repository

Few studies have considered the reliability and validity of the measures used to assess self-regulation in writing. The purpose of the current study was to evaluate the reliability and validity of the Interview on Self-Regulation in Early Writing, a novel task-specific measure designed to assess self-regulation in writing in Grade 1. This eight-item interview was designed to assess the planning, goal setting, strategy, self-statements, self-monitoring, coping, reviewing, and self-reinforcement aspects of self-regulation on separate transcription and composition dimensions. The data from 117 Grade 1 students were used to evaluate inter-rater reliability and the internal consistency of the scale. A principal …

Effects Of Persuasion And Discussion Goals On Writing, Cognitive Load, And Learning In Science., Perry Klein, J. S. Eharhardt

Education Publications

Argument writing is challenging for elementary students. Previous experimental research has focused on scaffolding rhetorical goals, leaving content goals relatively unexplored. In a randomized experiment, 73 students in Grades 5, 6, and 7 wrote persuasive texts about difficult-to-classify vertebrates. Each student received one of three sets of writing prompts: a persuasive goal only (control); persuasive goal + rhetorical subgoal prompts; or persuasive goal + content subgoal prompts. Rhetorical subgoals increased text quality, variety of rhetorical moves, number of complex propositions, and classification knowledge. Content subgoals increased the number of simple propositions in text. A path analysis indicated that content subgoal …

Students’ Strategies For Writing Arguments From Online Sources Of Information, Lori C. Kirkpatrick

Electronic Thesis and Dissertation Repository

This study builds on previous work on writing (e.g., Bereiter & Scardamalia, 1987; Hayes & Flower, 1980) and writing from sources (e.g., Spivey, 1997). Its purpose was to investigate processes and strategies for writing from online sources of information. High-achieving Grade 12 students were recorded as they researched on the Internet and wrote arguments about cosmetics testing on animals. Data included think aloud protocols, video recordings of participants and computer screens, writing products, and interviews. Data was analyzed using narrative summaries and cross-case comparisons. A coding scheme was developed and applied, in order to establish interrater reliability.

Writers used one …