Componential analysis of self-regulated strategy instruction in writing:online instruction and assessment

Abstract

The first objective analyzes the effect of the different instructional components of the Cognitive Self-Regulation Instruction (CSRI) program focused on planning process for the improvement of the written competence of 4th grade students. To this aim, an empirical study was carried out. This has been published in the journal Metacognition and Learning. In this research, six 4th grade classes of Primary Education (N = 126) were randomly allocated to the experimental conditions which differed in the order in which the instructional components were implemented: Direct Teaching, Peer-Practice, and Modelling (Experimental Condition 1, n = 47); or Modelling, Peer-Practice, and Direct Teaching (Experimental Condition 2, n = 36). A control condition (n = 43) was also included. Writing performance was measured through comparecontrast writing tasks (genre that was focus of the instruction) and by writing opinion texts (transfer task).