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<p>Recent research has shown that Self-Regulated Strategy Development (SRSD) improves the composition of First Grade writers. The present study investigated whether these effects are moderated by initial writing skills and instructional tier. During Phase 1 of this quasi-experimental study, 52 struggling writers participated in either Tier 1 only, or Tier 1 + Tier 2 transcription instruction. Students in both tiers made significant gains in handwriting fluency (Hedges <i>g</i> = 0.79, <i>p</i> &lt;.001) and spelling (Hedges <i>g</i> = 0.71, <i>p</i> &lt;.001), but gains did not differ significantly by tier. During Phase 2, 110 students, including 26 struggling writers, participated in Tier 1 SRSD instruction in personal narrative writing, while 26 struggling writers participated in Tier 1 + Tier 2 SRSD instruction. Struggling writers in both tiers made significant gains (Hedges <i>g</i> = 0.90, <i>p</i> = &lt; 0.001), but these did not differ significantly by tier. An individual growth model of 110 students in Tier 1 instruction indicated that text quality increased significantly during SRSD (<i>β</i> = 1.01, <i>p</i> &lt;.001). Level of text quality was predicted by WIAT3 Alphabet Fluency (<i>β</i> = 0.06, <i>p</i> =.01), WIAT3 Spelling (<i>β</i> = 0.05, <i>p</i> =.03), pretest text quality (<i>β</i> = 0.43, <i>p</i> &lt;.001), and classes (<i>F</i> = 6.94, <i>p</i> =.01). Initial skills did not significantly predict the growth of text quality, and students across a range of handwriting, spelling and written composition skills made significant gains. These results suggest that SRSD, delivered through either Tier 1 or Tier 2 instruction, contributes to written composition for Grade 1 students with varied levels of initial writing skills.</p>

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Are the effects of SRSD for first grade writers moderated by initial skills and instructional tier?

  • 期刊论文

  • 发表日期：

    2025年1月24日

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  • Perry D. Klein,
  • Madelyn Casola,
  • Jill Dombroski,
  • Stacey Lukewich,
  • Serena Thompson

摘要

Recent research has shown that Self-Regulated Strategy Development (SRSD) improves the composition of First Grade writers. The present study investigated whether these effects are moderated by initial writing skills and instructional tier. During Phase 1 of this quasi-experimental study, 52 struggling writers participated in either Tier 1 only, or Tier 1 + Tier 2 transcription instruction. Students in both tiers made significant gains in handwriting fluency (Hedges g = 0.79, p <.001) and spelling (Hedges g = 0.71, p <.001), but gains did not differ significantly by tier. During Phase 2, 110 students, including 26 struggling writers, participated in Tier 1 SRSD instruction in personal narrative writing, while 26 struggling writers participated in Tier 1 + Tier 2 SRSD instruction. Struggling writers in both tiers made significant gains (Hedges g = 0.90, p = < 0.001), but these did not differ significantly by tier. An individual growth model of 110 students in Tier 1 instruction indicated that text quality increased significantly during SRSD (β = 1.01, p <.001). Level of text quality was predicted by WIAT3 Alphabet Fluency (β = 0.06, p =.01), WIAT3 Spelling (β = 0.05, p =.03), pretest text quality (β = 0.43, p <.001), and classes (F = 6.94, p =.01). Initial skills did not significantly predict the growth of text quality, and students across a range of handwriting, spelling and written composition skills made significant gains. These results suggest that SRSD, delivered through either Tier 1 or Tier 2 instruction, contributes to written composition for Grade 1 students with varied levels of initial writing skills.