The Short- and Long-Term Writing Gains Using Self-Regulated Strategy Development in Middle School

• In Event: Cognitive Processes in Learning

Abstract

The purpose of this study was to assess the short-term and long-term effectiveness of the writing instructional intervention, Self-Regulated Strategy Development (SRSD) (Graham & Harris, 2005), on students in middle school. The quasi-experimental study utilized two closely matched middle schools serving as an intervention and control school. We used a pre/posttest design to measure growth in writing skill before and after the intervention. We supplemented these two scores with a delayed posttest writing score obtained two months after the intervention. Results indicated that both schools showed approximately equivalent gains in writing skill from pre- to post-intervention writing tests. However, the intervention school made significant gains from post-test to delayed post-test whereas the control school gains remained flat.

Authors

• Janice A. Dole, University of Utah

• Douglas J. Hacker, University of Utah

• Monica Ferguson, University of Utah