Investigating Self-Regulated Strategy Development for Persuasive Writing With Elementary School Students in Aotearoa/New Zealand
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.
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Research in Childhood Education on 2021-11-08, available online: https://www.tandfonline.com/10.1080/02568543.2021.1990168.
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Work Title | Investigating Self-Regulated Strategy Development for Persuasive Writing With Elementary School Students in Aotearoa/New Zealand |
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License | CC BY-NC 4.0 (Attribution-NonCommercial) |
Work Type | Article |
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Publication Date | November 8, 2021 |
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Deposited | August 09, 2023 |
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