English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

We investigated writing performance and knowledge of writing before and after a persuasive writing intervention for ethnically diverse elementary school students in a low socio-economic community in Aotearoa/New Zealand (NZ). We used a one-group pre-post design. The participants ( n  = 24) were year 5 and 6 students (ages 9–11) from the same classroom. Before the intervention, students completed writing tasks and a survey about their knowledge of writing. Next, they participated in a 5-week persuasive writing intervention in small groups. After the intervention, students again completed writing tasks and the survey. Results showed that after instruction, students’ persuasive writing performance ( d  = 1.46) and knowledge of writing improved. These exploratory findings suggest that self-regulated strategy instruction is a promising approach for promoting writing outcomes for ethnically diverse elementary school students in Aotearoa/NZ.

Investigating Self-Regulated Strategy Development for Persuasive Writing With Elementary School Students in Aotearoa/New Zealand