More than meets the eye: Self-regulated strategy development for teaching argumentative writing

Malpique, A.ORCID: 0000-0002-1683-9906 and Veiga Simão, A.M. (2015) More than meets the eye: Self-regulated strategy development for teaching argumentative writing. In: 16th Biennial Earli Conference for Research on Learning and Instruction, 25 - 29 August 2015, Limassol, Cyprus

Abstract

This multi-method study investigated the impact of an intervention designed to promote ninth-grade studentsí writing performance, strategy use, and discourse knowledge of argumentative writing. Following the Self-Regulated Strategy Development (SRSD) model, strategies to plan and write argumentative essays were implemented in two whole-classroom settings. Twenty three students received SRSD instruction combining verbal and visual mnemonics to support learning and recall; twenty five students received SRSD instruction including verbal mnemonics alone. Groups were compared with a control group of 30 students randomly drawn from the remaining four ninth-grade classes receiving standard writing instruction. Results of multivariate analyses of variance (MANOVAs) and follow-up univariate tests supported the incremental effects of combining verbal and visual mnemonics to the SRSD instructional routine, with meaningful effects on studentsí writing performance and reported use of non-genre-specific personal strategies at posttest. National exams completed 15 weeks after instruction reinforced the effectiveness of the implemented SRSD strategies.

Item Type:	Conference Paper
Murdoch Affiliation(s):	School of Education
Conference Website:	https://earli.org/
URI:	http://researchrepository.murdoch.edu.au/id/eprint/58266

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