Cinderella's crystal slipper: Teaching self-regulated strategies for writing

Malpique, A.ORCID: 0000-0002-1683-9906 and Veiga Simão, A.M.V. (2012) Cinderella's crystal slipper: Teaching self-regulated strategies for writing. In: Veiga Simão, A.M.V., Frison, L.M.B. and Abrahão, M.H.M.B., (eds.) Autorregulação da aprendizagem e narrativas autobiográficas: Epistemologia e práticas. EDIPUCRS, Porto Alegre, pp. 155-178.

Abstract

The role of writing as both instrument of communication and as a tool for cross curricular knowledge assessment, in different subject areas and school contexts, has been fully recognised. However, interest in implementing and validating instructional practices for the development and improvement of writing skills in academic settings is recent. In this paper, a literature review on writing research will present a portrait of what seems to picture writing as an apparent Cinderella of language and literacy research and practice. The development of self-regulated strategies and its potential to improve writing skills will be discussed from a socio-cognitive approach to writing instruction. From that, some of the possibilities offered by a writing instruction model- self-regulated strategy development – SRSD - will be considered and its effectiveness in real school contexts, reported by different meta-analysis and empirical studies, analysed. Developing empirical research testing its effectiveness for Portuguese writing instruction in whole class contexts will be considered and its relevancy critically discussed.

Item Type:	Book Chapter
Publisher:	EDIPUCRS
URI:	http://researchrepository.murdoch.edu.au/id/eprint/55098

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