Psychological Development and Education ›› 2011, Vol. 27 ›› Issue (3): 282-288.

Previous Articles     Next Articles

An Experimental Study on Enhancing Story-writing Quality of Pupils with Writing Difficulties through Planning Strategy Instruction

TIAN Lan1,2, ZHANG Da-jun1   

  1. 1. Institute of Educational Research, Southwest University, Chongqing 400715;
    2. College of Educational Sciences, Hubei Normal University, Huangshi 435002
  • Online:2011-05-15 Published:2011-05-15

PDF (PC)

Abstract: Using a pre-test and post-test experimental design,and through SRSD strategy instruction model,23 pupils with writing difficulties were taught strategies of planning.The results showed that before the training,differences on story length,six quality items and overall quality between experimental group and control group were not significant.But following instruction,compared to control group,students in experimental group got significantly higher scores on plot attractiveness,order clarity and overall quality.Effect size on experimental group's overall quality was up to 0.80.Therefore,story-writing quality of pupils with writing difficulties can be significantly enhanced through instruction of planning strategies.

Key words: pupils, writing difficulty, planning, strategy instruction

CLC Number: 

  • G441
[1] Bereiter,C.,& Scardamalia,M.(1987).The psychology of written composition.Hillsdale,NJ:Erlbaum,11-13.
[2] Cohen,J.(1988).Statistical power analysis for the behavioral sciences (2nd edition).New York:Academic Press,16-17.
[3] De La Paz,S.,& Graham,S.(1997).Effects of dictation and advanced planning instruction on the composing of students with writing and learning problems.The Journal of Educational Psychology,89 (2),203-222.
[4] Graham,S.,& Harris,K.R.(1997).Self-regulation and writing:Where do we go from here? Contemporary Educational Psychology,22,102-114.
[5] Graham,S,& Harris,K.R.(2003).Students with learning disabilities and the process of writing:A meta-analysis of SRSD studies.In:Swanson L.H,Harris K,Graham S,editors.Handbook of learning disabilities.New York:Guilford,323-344.
[6] Graham,S.,Harris,K.R.,& Mason,L.H.(2005).Improving the writing performance,knowledge,and self-efficacy of struggling young writers:The effects of self-regulated strategy development.Contemporary Educational Psychology,30(2),207-241.
[7] Graham,S.,Harris,K.R.,& Reid,R.(1992).Developing self-regulated learners.Focus on Exceptional Children,24(6),1-16.
[8] Guzel-Ozmen,R.(2006).The effectiveness of modified cognitive strategy instruction in writing with mildly mentally retarded Turkish students.Exceptional Children,72(3),281-297.
[9] Harris,K.R.,& Graham,S.(1992).Self-regulated strategy development:A part of the writing process.In M.Pressley,K.R.Harris,& J.Guthrie (Eds.),Promoting academic competence and literacy in school.New York:Academic Press,277-309.
[10] Harris,K.R.,Graham,S.,& Mason,L.H.(2003).Self-regulated strategy development in the classroom:Part of a balanced approach to writing instruction for students with disabilities.Focusing on Exceptional Children,35(7),1-16.
[11] Harris,K.R.,Graham,S.,& Mason,L.H.(2006).Improving the writing,knowledge,and motivation of struggling young writers:Effects of self-regulated strategy development with and without peer support.American Educational Research Journal,43(2),295-337.
[12] Hayes,J.R.,& Flower,L.S.(1980).Identifying the organization of writing process.In:Gregg,L.W.,& Steinberg,E.R.(Eds.) Cognitive process in writing.Hillsdale,NJ:Lawrence Erlbaum,3-30.
[13] Hayes,J.R.,& Nash,G.J.(1996).On the nature of planning in writing.In C.M.Levy & S.Ransdell (Eds.),The science of writing.Theories,methods,individual differences and applications.Mahwah:Erlbaum,29-55.
[14] Lienemann,T.O.,Graham,S.,Leader-Janssen,B.,& Reid,R.(2006).Improving the writing performance of struggling writers in second grade.The Journal of Special Education,40(2),66-78.
[15] Montgomery,D.J.,& Marks,L.J.(2006).Using technology to build independence in writing for students with disabilities.Preventing School Failure,50(3),3-38.
[16] Persky,H.R.,Daane,M.C.,& Jin,Y.The nation's report card:Writing 2002.Retrieved April 20,2010,from http://nces.ed.gov/pubsearch/pubsinfo.asp? pubid=2003529.
[17] Saddler,B.(2006).Increasing story-writing ability through self-regulated strategy development:Effects on young writers with learning disabilities.Learning Disability Quarterly,29(4),291-305.
[18] Saddler,B.,& Asaro,K.(2007).Increasing story quality through planning and revising:Effects on young writers with learning disabilities.Learning Disability Quarterly,30(4),223-234.
[19] Saddler,B.,Moran,S.,Graham,S.,& Harris,K.R.(2004).Preventing writing difficulties:The effects of planning strategy instruction on the writing performance of struggling writers.Exceptionality,12(1),3-7.
[20] Sawyer,R.,Graham,S.,& Harris,K.R.(1992).Direct teaching,strategy instruction,and strategy instruction with explicit self-regulation:Effects on the composition skills and self-efficacy of students with learning disabilities.Journal of Educational Psychology,84 (3),340-352.
[21] Troia,G.A.,& Graham,S.(2002).The effectiveness of a highly explicit,teacher-directed strategy instruction routine:Changing the writing performance of students with learning disabilities.Journal of Learning Disabilities,35(4),290-305.
[22] Troia,G.A.,Graham,S.,& Harris,K.R.(1999).Teaching students with learning disabilities to mindfully plan when writing.Exceptional Children,65(2),235-252.
[23] Wong,B.Y.L.,Butler,D.L,Ficzere,S.A.,&.Kuperis,S.(1996).Teaching low achievers and students with learning disabilities to plan,write,and revise opinion essays.Journal of Learning Disabilities,29(2):197-212.
[24] Yuehua Zhang.(2000).Technology and the writing skills of students with learning disabilities.Journal of Research on Computing in Education,32(4),467-478.
[25] 艾国清,雷天林.(2001).关于小学生作文非积极心态的调查报告.湖北教育,53(11),20-22.
[26] 董会惠.(2004).写作动机薄弱的类型、成因及对策.小学教学研究,(2),11,18.
[27] 胡来林.(2007).概念地图支持学习困难学生写作的实验研究.电化 教育研究,28(6),83-88.
[28] 黄怡.(1998).中国小学生记叙文写作大全.上海:上海远东出版社.伍新春.(2001).小学四年级学生写作构思技能培养的实验研究.心理科学,24(1),42-45.
[29] 吴洪珺,刘翔平,杜英.(2006).目标设置对写作困难儿童议论文说服力的促进效应研究.心理发展与教育,22(1),69-73.
[30] 吴如君.(1992).小学生作文心态调查.上海教育科研,12(3),61-62,56.
[1] XU Danjia, YU Chengfu, DOU Kai, LIANG Ziqin, LI Zhenhua, NIE Yangang. Parental Autonomy Support and Adolescents' Future Planning: The Mediating Role of Basic Psychological Needs and Personal Growth Initiative [J]. Psychological Development and Education, 2019, 35(1): 23-31.
[2] HONG Wei, LIU Rude, ZHEN Rui, JIANG Shuyang, JIN Fangkai. Relations between Achievement Goal Orientations and Mathematics Engagement among Pupils: The Mediating Roles of Academic Procrastination and Mathematics Anxiety [J]. Psychological Development and Education, 2018, 34(2): 191-199.
[3] LI Liping, WU Xinchun, XIONG Cuiyan, CHENG Yahua, NGUYEN ThiPhuong. Effects of Metalinguistic Awareness and Rapid Automatized Naming on Character Dictation for Pupils [J]. Psychological Development and Education, 2016, 32(6): 698-705.
[4] CHEN Xi, CHEN Guanghui, ZHAO Jingxin. The Relationships between Family Socioeconomic Status and Adolescents' Future Planning: The Moderating Effect of Extroversion and the Gender Differences [J]. Psychological Development and Education, 2015, 31(4): 420-427.
[5] CHENG Ke, ZHOU Xiao, CHEN Qiu-yan, ZHANG Chen-guang, WU Xin-chun. The Effect of Posttraumatic Stress Disorder on Aggressive Behavior after The Wenchuan Earthquake：The Moderating Effect of Coping Style [J]. Psychological Development and Education, 2013, 29(6): 649-656.
[6] LI Da-wei, ZHANG Xiang-kui, GAI Xiao-song, JIAO Xiao-yan. Impacts of Pre-school Education Length and Maternal Education Level upon the School Adjustment of Grade-1 Pupils in the Rural Area [J]. Psychological Development and Education, 2013, 29(3): 299-304.
[7] YU Feng-jie, ZHAO Jing-xin, ZHANG Wen-xin. The Relations Between Personal Planning and Depression in Senior High School Students：The Moderating Effect of Gender [J]. Psychological Development and Education, 2013, 29(1): 79-85.
[8] WANG Yao, ZHANG Qi. Reading Model Essay Influenced Pupils’ Composition Achievements [J]. Psychological Development and Education, 2012, 28(5): 495-501.
[9] ZHOU Shao-xian, WANG Fu-xing, XU Fei-fei, CHEN Jun. Strategies’Utilization Deficiency of Three to Six Grade Students When Solving Multi-Subtraction Problem [J]. Psychological Development and Education, 2010, 26(5): 465-472.
[10] YU Feng-jie, XU Fu-zhen, WANG Shu-qiong, ZHANG Ling-ling, ZHANG Wen-xin. Planning and Attitude towards Future among Regular Senior High School Students and Secondary Vocational School Students in Urban and Rural Areas [J]. Psychological Development and Education, 2010, 26(2): 161-168.
[11] MA Lai-xiang, KOU Yu. Effects of Success or Failure on Pupils’ Self-worth in Games [J]. Psychological Development and Education, 2009, 25(4): 37-42.
[12] DENG Ci-ping, FU Li-ping, LI Qi-wei, Jagannath P. Das. A Research on the Application of D-N: Cognitive Assessment System In the Cognitive Evaluation of the AD/HD Children [J]. Psychological Development and Education, 2009, 25(3): 77-82.
[13] DAI Bin-rong, YIN Guo-en, YU Guo-liang. Eye Movement Researches into Effect of Stimuli Presenting Mode on Classification of Undergraduates and Pupils [J]. Psychological Development and Education, 2007, 23(4): 63-67.
[14] XIAO Hao-yu, ZHANG Qing-lin, SHI Hui-ying. Development of Pupil’s Question-asking [J]. Psychological Development and Education, 2006, 22(1): 58-62.
[15] WANG Lei, TAN Chen, KOU Yu. The effect of Peer Conflict-resolution Intervention on Pupils’ Cooperation Behavior [J]. Psychological Development and Education, 2005, 21(4): 83-88.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd