Integrating Collaborative Reasoning and Strategy Instruction to Improve Second Graders' Opinion Writing

The purpose of this study was to examine the effects of an approach to teaching opinion writing in the primary grades that combined collaborative reasoning with strategy instruction. Four teachers and 80 students were randomly assigned to treatment and control conditions for 10 days of instruction i...

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Vydané v:Reading & writing quarterly Ročník 36; číslo 4; s. 379 - 395
Hlavní autori: Traga Philippakos, Zoi A., MacArthur, Charles A.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Abingdon Routledge 03.07.2020
Taylor & Francis Ltd
Predmet:
Charter Schools
Collaboration
Discussion (Teaching Technique)
Elementary Education
Elementary School Students
Essays
Grade 2
Instructional Effectiveness
Opinions
Persuasive Discourse
Process Approach (Writing)
Professional Development
Public Schools
Questionnaires
Self Efficacy
Student Attitudes
Student writing
Teacher Attitudes
Teacher Effectiveness
Teacher Surveys
Thinking Skills
Writing Improvement
Writing instruction
Writing Strategies
Young Children
ISSN:1057-3569, 1521-0693
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Shrnutí:The purpose of this study was to examine the effects of an approach to teaching opinion writing in the primary grades that combined collaborative reasoning with strategy instruction. Four teachers and 80 students were randomly assigned to treatment and control conditions for 10 days of instruction in opinion writing. Students wrote opinion essays at pretest and posttest, participated in interviews, and completed a self-efficacy questionnaire. Teachers completed an efficacy questionnaire and participated in interviews. Analysis found a statistically significant effect of treatment on overall quality of essays. Analysis of elements found that both groups included more reasons and evidence at posttest, but students in the treatment condition included more elements in the introduction and conclusion. No statistically significant differences were found for student or teacher efficacy.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1057-3569
1521-0693
DOI:10.1080/10573569.2019.1650315