The teachability and effectiveness of cognitive self-regulation in sixth-grade writers

被引：63

作者：

Torrance, Mark

Fidalgo, Raquel

Garcia, Jesus-Nicasio

机构：

[1] Staffordshire Univ, Ctr Educ Psychol Res, Dept Psychol, Stoke On Trent ST4 2DE, Staffs, England

[2] Univ Leon, E-24071 Leon, Spain

来源：

LEARNING AND INSTRUCTION | 2007年 / 17卷 / 03期

关键词：

writing; planning; revision; self-regulation; school;

D O I：

10.1016/j.learninstruc.2007.02.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Seventy-one normally functioning Spanish sixth-grade students participated in classroom-based training in cognitive strategies for preplanning and substantive revision of expository text. Short essays completed by these students pre-intervention, postintervention, and after a 12 week delay were compared with those of an ordinary-curriculum control (n = 24). Online, self-report process measures suggested that training resulted in a substantial and-sustained increase in preplanning as a result of the intervention, but little increase in the extent to which students revised their text. Product measures indicated a substantial and sustained increase in text quality and improved use of coherence ties. (c) 2007 Elsevier Ltd. All rights reserved.

引用

页码：265 / 285

页数：21

共 59 条

[41] ATTENTIONAL OVERLOAD AND WRITING PERFORMANCE - EFFECTS OF ROUGH DRAFT AND OUTLINE STRATEGIES [J].