Teaching Third-Grade Writing Using the Self-Regulated Strategy Development Model

Writing is a self-directed activity that involves the intelligent use of a variety of mental operations and skills. Christian teachers want their students to be able to write well because it enables them not only to examine God’s world for themselves, but also to communicate with others. This communication is essential in many areas of modern life. However, research studies show that many students have only partially mastered writing skills. In this study, the effectiveness of an instructional mode, the Self-Regulated Strategy Development (SRSD) model, was examined in order to determine if its implementation would have a positive effect on the story writing skills of third graders. This study was conducted with a class of seventeen third graders from a largely homogenous population in terms of age, ethnicity, and background. The students were given a pre-test to determine their writing skills before any SRSD instructions. Students were then taught eight lessons using SRSD instruction focused primarily on learning writing strategies and knowledge for planning and composing stories. When the lessons were complete, the students took a post-test. The pre-test and post-test scores were then analyzed. A significant difference was found between the scores. Therefore, this study yielded statistical evidence of greater writing achievement for students after they were taught using the SRSD method

Teaching Third-Grade Writing Using the Self-Regulated Strategy Development Model

Writing is a self-directed activity that involves the intelligent use of a variety of mental operations and skills. Christian teachers want their students to be able to write well because it enables them not only to examine God’s world for themselves, but also to communicate with others. This communication is essential in many areas of modern life. However, research studies show that many students have only partially mastered writing skills. In this study, the effectiveness of an instructional mode, the Self-Regulated Strategy Development (SRSD) model, was examined in order to determine if its implementation would have a positive effect on the story writing skills of third graders. This study was conducted with a class of seventeen third graders from a largely homogenous population in terms of age, ethnicity, and background. The students were given a pre-test to determine their writing skills before any SRSD instructions. Students were then taught eight lessons using SRSD instruction focused primarily on learning writing strategies and knowledge for planning and composing stories. When the lessons were complete, the students took a post-test. The pre-test and post-test scores were then analyzed. A significant difference was found between the scores. Therefore, this study yielded statistical evidence of greater writing achievement for students after they were taught using the SRSD method

A discrete switch-level circuit model that uses 4-valued node states

+222hlm.;24c