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Helping Struggling Writers Succeed: A Self‐Regulated Strategy Instruction Program
Author(s) -
Helsel Lisa,
Greenberg Daphne
Publication year - 2007
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.60.8.5
Subject(s) - psychology , task (project management) , feeling , action (physics) , process (computing) , writing process , context (archaeology) , professional writing , mathematics education , metacognition , cognition , plan (archaeology) , independence (probability theory) , independent study , pedagogy , teaching method , social psychology , computer science , paleontology , history , statistics , physics , management , archaeology , mathematics , quantum mechanics , neuroscience , economics , biology , operating system
While writer's workshop provides a nurturing environment for many students, others struggle with the independence it gives. This may be due to the difficulty of coordinating the cognitive and self‐regulatory demands of the writing process. Self‐regulation refers to thoughts, feelings, and actions that individuals use to attain personal goals. Because of the independent nature of writing, an adequate level of self‐regulation is required to move through the process. Teaching self‐regulatory strategies within the context of writing may enable students to develop and execute a plan of action independently, resulting in more independent writing. The Self‐Regulated Strategy Development model of instruction is one such strategy. In order to examine its impact, the model was used to teach a summary writing strategy to a struggling sixth grader. Following instruction, the student exhibited more confidence in her writing abilities, a greater belief in the benefits of strategy use, and the ability to tackle the writing task more independently.