M.S. in Teaching
Interdisciplinary and Inclusive Education
College of Education
Composition (Language arts); Third grade (Education)--New Jersey
Elementary Education and Teaching
The purposes of this action research was to determine the effectiveness of implementing a self-regulated strategy development model to teach a story writing strategy to three 3rd grade students at a New Jersey Elementary School. This study involved a comparison of stories written by students before and after self-regulated strategy development instruction. Students chosen to participate in the study lacked proficiency in story writing and held negative beliefs towards writing in general. All participants completed a Pre-SRSD Story Writing task, which was holistically scored to determine student ability in story writing. The Pre-SRSD Story Writing task was submitted prior to SRSD instruction and compared with the Post-SRSD Story Writing task which was completed after SRSD instruction one week later. The Post-SRSD Story Writing task was holistically scored and analyzed using a rubric to determine whether the writing ability of participants improved as a result of SRSD instruction. Results of this analysis showed that SRSD did improve writing proficiency of low writing ability students.
Kamdar, Rajvi, "Helping struggling writers through self-regulated strategy development" (2008). Theses and Dissertations. 730.