Abstract
Writing skills are important for educational achievement, employment and social and civic participation. This quasi-experimental study aimed to improve essay writing skills with an evidence-based intervention in two schools of mainstream P6 (grade 5) students (N = 44) in a largely rural local authority in Scotland. The intervention included peer revision of each other’s texts in a programme of writing strategy instruction and self-regulation. The control students (N = 46) followed an on-going parallel intervention. The experimental programme led to large positive effect sizes for writing quality. This was the first study in Scotland to investigate writing strategy instruction and self-regulation as part of an evidence-based intervention.
Original language | English |
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Pages (from-to) | 303-319 |
Number of pages | 17 |
Journal | Educational Psychology in Practice |
Volume | 37 |
Issue number | 3 |
Early online date | 28 Jun 2021 |
DOIs | |
Publication status | Published - 2021 |
Keywords
- Writing skills
- elementary school
- intervention
- self-regulation
- writing strategy instruction
ASJC Scopus subject areas
- Developmental and Educational Psychology