Effects of a Cognitive Strategies Intervention on Secondary Students’ Argument Writing in History

• In Event: Language and Strategic Metacognitive Strategies for Comprehension

Abstract

This study explored the effects of a yearlong writing intervention on students’ writing achievement, efficacy, and knowledge of cognitive strategies. The intervention was implemented by teachers in three districts who received professional development to improve student literacy in history, specifically emphasizing source-based argument writing. Controlling for student demographics, prior achievement, and English language status, we find no significant difference between student writing quality for control and treatment teachers. However, the moderate effects of the intervention were significant (Cohen’s d = .29) for students whose teacher previously participated in a pilot year of the intervention and opted to participate for a second year. Results indicate the potential positive effects of a cognitive strategies approach to writing instruction.

Authors

• Tamara Powell Tate, University of California - Irvine

• Jacob Steiss, University of Missouri - St. Louis

• Carol B. Olson, University of California - Irvine

• Young-Suk Grace Kim, University of California - Irvine

• Steve Graham, Arizona State University

• Tanya Baker, National Writing Project

• Huy Quoc Chung, University of California - Irvine

• Penelope Collins, University of California - Irvine

• Youngsun Moon, Stanford University

• Jiali Wang, University of California - Irvine

• Nicole Gilbertson, University of California - Irvine

• Jenell Krishnan, WestEd