Investigating Self-Regulated Strategy Development for Persuasive Writing With Elementary School Students in Aotearoa/New Zealand. Issue 3 (27th May 2022)

• Record Type: Journal Article
• Authors: Escott, Sharnee; McCrudden, Matthew T.
• Is Part Of: Journal of research in childhood education. Volume 36:Issue 3(2022)
• Page Start: 392
• Page End: 405
• Publication Date: 2022-05-27
• Subjects: Elementary school students -- persuasive writing -- strategy development -- writing instruction; Education -- Research -- Periodicals; Education -- Evaluation -- Periodicals; Child Development -- Periodicals; Education -- Periodicals; Learning -- Periodicals; Research Design -- Periodicals; Child; Infant; 370.72
• DOI: 10.1080/02568543.2021.1990168
• Languages: English
• ISSNs: 0256-8543

Abstract

ABSTRACT: We investigated writing performance and knowledge of writing before and after a persuasive writing intervention for ethnically diverse elementary school students in a low socio-economic community in Aotearoa/New Zealand (NZ). We used a one-group pre-post design. The participants ( n = 24) were year 5 and 6 students (ages 9–11) from the same classroom. Before the intervention, students completed writing tasks and a survey about their knowledge of writing. Next, they participated in a 5-week persuasive writing intervention in small groups. After the intervention, students again completed writing tasks and the survey. Results showed that after instruction, students' persuasive writing performance ( d = 1.46) and knowledge of writing improved. These exploratory findings suggest that self-regulated strategy instruction is a promising approach for promoting writing outcomes for ethnically diverse elementary school students in Aotearoa/NZ.