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Förderung ab Geburt mit dem Programm "PAT - Mit Eltern Lernen": Effekte im ersten Kindergartenjahr ; Early support with the program "PAT - Mit Eltern Lernen": effects in the first year of Kindergarten
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 2, S. 285-296 (2021)
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Assessing Self-Regulation in Grade 1 Writers: An Evaluation of the Reliability and Validity of the Interview on Self-Regulation in Early Writing
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In: Electronic Thesis and Dissertation Repository (2021)
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Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
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Abstract:
Enlightened by the implied potential of coupling text structure knowledge and self-regulated strategies to enhance writing, this study explored the possible effects of a onemonth multicomponent intervention combining text structure with self-regulation training on writing. Target participants consisted of 178 primary school sixth-grade students learning English as a second language (ESL). Among them, 45 students received text structure instruction plus self-regulation strategy development (TSI+SRSD), 45 received text structure instruction only (TSI), 45 received SRSD only, and 43 were in a control group. Dependent variables were learners’ abilities to summarize main ideas and write essays. As expected, TSI instruction or SRSD instruction resulted in better writing outcomes (i.e., summarizing main ideas and writing essays). This study contributes to research on self-regulated writing development by providing evidence that the TSI+SRSD intervention was particularly effective in enhancing primary school ESL students’ abilities to summarize main ideas and write essays. This instructional approach seems promising in ameliorating ESL young learners’ writing ability and minimizing struggling writers’ compositional difficulties. Relevant implications for language education are also discussed. ; Motivado por el posible potencial de combinar el conocimiento de la estructura del texto y las estrategias de autorregulación para mejorar la escritura, el presente estudio exploró los posibles efectos de poner en práctica múltiples competencias durante un mes, uniendo la formación en la estructura del texto con el entrenamiento de autorregulación en la escritura. La muestra elegida fueron 178 estudiantes de sexto grado de primaria de inglés como segundo idioma (ESL). 45 estudiantes del total recibieron pautas de estructura de texto más intervención de autorregulación (TSI + SRSD), otros 45 estudiantes recibieron solo pautas de estructura de texto (TSI), otro grupo de 45 estudiantes recibieron solo autorregulación (SRSD) y 43 estudiantes formaban el grupo de control. Las variables dependientes fueron la capacidad de los alumnos para resumir las ideas principales y escribir ensayos. Como se esperaba, la enseñanza de la instrucción TSI o SRSD arrojó en un mejor resultado en la escritura, es decir, a la hora de resumir las ideas principales y en los ensayos escritos. Este estudio contribuye al área del desarrollo de la escritura autorregulada al proporcionar evidencias de que la intervención TSI + SRSD fue particularmente efectiva para mejorar la capacidad de los estudiantes de ESL de la escuela primaria para resumir ideas principales y escribir ensayos. Este parece ser un enfoque educativo prometedor para mejorar la capacidad de escritura de los estudiantes jóvenes de ESL y minimizar las dificultades de escritura de los aprendices con dificultades. También se discuten las implicaciones para la educación lingüística basada en estos hallazgos
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Keyword:
Autorregulación; Calidad de Escritura; Enseñanza de Escritura; Essay Writing; Estructura de Texto; Self-regulation; Text Structure; Writing Instruction
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=7750050
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Metacognition to learn how to produce a narrative. ; La métacognition au service de l’apprentissage de la production de récits
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In: Action Didactique ; https://hal.univ-lorraine.fr/hal-03049698 ; Action Didactique, Laboratoire de recherche en Langues Appliquées et Ingénierie des Langues En Milieu Multilingue (LAILEMM), Faculté des Lettres et des Langues de l’université Abderrahmane Mira de Bejaia, 2020, Le français comme langue enseignée et langue d’enseignement, 5, pp.[En ligne] ; http://www.univ-bejaia.dz/action-didactique/2020-11-18-07-54-02/ad5.html (2020)
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Self-regulation and Chinese character learning strategies in Irish Higher Education
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JIANG, NING. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2019
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The speech-language pathologist's role in supporting the development of self-regulation: A review and tutorial
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In: Communication Sciences and Disorders Publications (2019)
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Deliberate Practice, Writing Self-efficacy, and Self-regulation among Internet Novelists in China: a Phenomenological Approach
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In: Public Access Theses and Dissertations from the College of Education and Human Sciences (2019)
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Autorregulação da aprendizagem em inglês no contexto pré-escolar ; Self-regulation of learning in English in a preschool context
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Cognitive-Affective Processes and Academic Conscientiousness
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Testing the Bilingual Advantage Hypothesis: Language Balance and Self-Regulation
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A Lattice Model of the Development of Reading Comprehension.
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In: Child development perspectives, vol 10, iss 4 (2016)
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Translating evidence-based guidelines to improve feedback practices: the interACT case study
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THE EFFECT OF A SELF-REGULATED VOCABULARY INTERVENTION ON WORD KNOWLEDGE, READING COMPREHENSION, AND SELF-REGULATED LEARNING FOR ELEMENTARY ENGLISH LANGUAGE LEARNERS
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2016)
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Supporting Students with ADHD in the Mainstream Classroom Through the Use of the Alert Program®
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Estrategias metacognitivas en la expresión escrita: Un estudio de caso con futuros docentes ; Metacognitive strategies in written expression: a study case with future teachers
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Self-regulation in EFL writing composition: from private speech to the triadic system
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Emotional and cognitive processing of narratives and individual appraisal styles: recruitment of cognitive control networks vs. modulation of deactivations ...
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Contemplative Education: How Contemplative Practices Can Support and Improve Education
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In: Master's Capstone Projects (2012)
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