Helping struggling writers through self-regulated strategy development

<p>The purposes of this action research was to determine the effectiveness of implementing a self-regulated strategy development model to teach a story writing strategy to three 3^rd grade students at a New Jersey Elementary School. This study involved a comparison of stories written by students before and after self-regulated strategy development instruction. Students chosen to participate in the study lacked proficiency in story writing and held negative beliefs towards writing in general. All participants completed a Pre-SRSD Story Writing task, which was holistically scored to determine student ability in story writing. The Pre-SRSD Story Writing task was submitted prior to SRSD instruction and compared with the Post-SRSD Story Writing task which was completed after SRSD instruction one week later. The Post-SRSD Story Writing task was holistically scored and analyzed using a rubric to determine whether the writing ability of participants improved as a result of SRSD instruction. Results of this analysis showed that SRSD did improve writing proficiency of low writing ability students.</p>

Name thesis:degree_name

M.S. in Teaching

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2008

Author dc:creator

• Kamdar, Rajvi

Contributors dc:contributor

• Rodriguez, Yvonne

• Composition (Language arts); Third grade (Education)--New Jersey
• Elementary Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/730

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1721