Teacher-Implemented Writing Self-Regulation Strategy Development and First-Grade Students' Writing Performance: A Mixed-Methods Study

• In Event: Marriott Roundtable Session 7
  In Roundtable Session: Examining Approaches to Supporting Student Reading and Writing Fluency

Abstract

The purpose of this mixed methods study was to investigate the effectiveness of a teacher-implemented Self-Regulated Strategy Development (SRSD) story writing intervention on the writing skills and knowledge of first-grade students. We used an explanatory sequential design in which we first collected quantitative data, then we purposefully sampled a selection of participants who made high and no gains in writing performance. Results from the quantitative data indicated that students in the intervention group wrote better stories after SRSD instruction. Qualitative interviews identified reasons as to why some students made higher gains in writing performance than others. The integration of the two data sets highlighted that students who performed better post-intervention were more self-regulated than the students who made no gains.

Authors

• Kristen Finlayson, Victoria University of Wellington

• Matthew T. McCrudden, The Pennsylvania State University