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Full-Text Articles in Education
The Pow+Tree Strategy’S Effects On The Argumentative Writing Of Struggling Secondary Students, Matthias Grünke
The Pow+Tree Strategy’S Effects On The Argumentative Writing Of Struggling Secondary Students, Matthias Grünke
Journal of Educational Research and Practice
The present study aims to evaluate the effects of an argumentative writing strategy (POW+TREE) on four struggling ninth graders’ ability to produce persuasive texts regarding their point of view on different questions. I applied a multiple-baseline design to evaluate outcomes across participants. The results indicate the intervention helped students to write more extensive essays, and evidence shows an increase in quality. Follow-up data suggest the effects remained after the treatment ended. I also discuss future research and the findings’ implications for practitioners.
Supporting Primary Students’ Story Writing By Including Retellings, Talk, And Drama With Strategy Instruction, Zoi A. Traga Philippakos, Sarah Munsell, Logan B. Robinson
Supporting Primary Students’ Story Writing By Including Retellings, Talk, And Drama With Strategy Instruction, Zoi A. Traga Philippakos, Sarah Munsell, Logan B. Robinson
The Language and Literacy Spectrum
Story writing and story grammar have been studied extensively in an effort to improve students’ reading comprehension. Instruction on story structure and on elements of stories can improve the writing quality of students’ papers. This paper explains a process of supporting primary-grade students’ story writing. The approach is based on strategy instruction and incorporates talk and dramatic play as ways to support the development of characters, descriptions of characters and events, and dialogue between characters. Guidelines are provided and step-by-step directions for teachers to use this work with their students.
A Mixed Methods Study: The Impact Of Self-Regulated Learning On L2 Writing And Strategy Use, Mohammed Almazloum
A Mixed Methods Study: The Impact Of Self-Regulated Learning On L2 Writing And Strategy Use, Mohammed Almazloum
Electronic Thesis and Dissertation Repository
This convergent mixed methods study aimed to find out how a self-regulated learning (SRL) instructional intervention could impact the Palestinian students’ second language (L2) writing and strategy use. L2 writers face common writing challenges, including but not limited to a lack of competences, effective writing approach, proactive planning, motivation, and self-efficacy (Hammad, 2016). Helping the students to overcome their challenges, improve their L2 writing, and become self-regulated writers was an expected outcome of the study. The study was informed by the social cognitive theory of SRL that views successful writers as proactive and self-regulated learners. In the quantitative part, a …
The Effect Of Speech-To-Text Software On Learning A New Writing Strategy, Katrina N. Haug
The Effect Of Speech-To-Text Software On Learning A New Writing Strategy, Katrina N. Haug
Electronic Thesis and Dissertation Repository
Handwriting and spelling present elementary students with significant sources of load on working memory as the various writing processes compete for cognitive resources (Kellogg, Whiteford, Turner, Cahill & Mertens, 2013). Several studies have shown that speech-to-text (STT) software can improve students' writing on a specific text (Higgins & Raskind, 1997; MacArthur & Cavalier, 2004; Quinlan, 2004); however, the question of whether STT can be used to teach writing strategies has been neglected. This pretest-post-test between groups study experimentally tested the effects of composition modality on learning a persuasive writing strategy. First, all students (N=45) completed a pretest of persuasive writing. …