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<p>This study examined if teaching a strategy for close reading of social studies material as well as planning and writing informative text about this material improved Turkish students’ writing and reading. These strategic processes were taught using the Self-Regulated Strategy Development (SRSD) model. Eight fourth-grade teachers were randomly assigned to SRSD instruction or a business-as-usual control condition. Two hundred and fifty seven students participated in the full study (156 girls and 101 boys). SRSD teachers received 6&#xa0;h of professional development and weekly ongoing coaching sessions during each of the 16 weeks of instruction. Treatment teachers first used SRSD to teach students the TIDE strategy (<i>Topic Sentence</i>,<i> Important Details</i>,<i> Explain Details</i>,<i> Ending</i>) for planning and writing informative essays. This was followed by teaching students how to use TIDE for close reading, planning, and writing informative essays from social studies materials. Multilevel random effects models indicated students who received SRSD instruction using TIDE produced informative essays that were of higher quality, longer, and contained more genre elements than business-as-usual control students when writing essays from memory as well as from social studies source materials. Fourth-grade students in the SRSD condition also evidenced greater gains in reading than business-as-usual control students. Implications for future research and practice are discussed.</p>

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Writing informative essays from social studies materials: a self-regulated strategy development study

  • 期刊论文

  • 发表日期：

    2025年7月24日

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  • Omer Faruk Tavsanli,
  • Steve Graham,
  • Alyson A. Collins

摘要

This study examined if teaching a strategy for close reading of social studies material as well as planning and writing informative text about this material improved Turkish students’ writing and reading. These strategic processes were taught using the Self-Regulated Strategy Development (SRSD) model. Eight fourth-grade teachers were randomly assigned to SRSD instruction or a business-as-usual control condition. Two hundred and fifty seven students participated in the full study (156 girls and 101 boys). SRSD teachers received 6 h of professional development and weekly ongoing coaching sessions during each of the 16 weeks of instruction. Treatment teachers first used SRSD to teach students the TIDE strategy (Topic Sentence, Important Details, Explain Details, Ending) for planning and writing informative essays. This was followed by teaching students how to use TIDE for close reading, planning, and writing informative essays from social studies materials. Multilevel random effects models indicated students who received SRSD instruction using TIDE produced informative essays that were of higher quality, longer, and contained more genre elements than business-as-usual control students when writing essays from memory as well as from social studies source materials. Fourth-grade students in the SRSD condition also evidenced greater gains in reading than business-as-usual control students. Implications for future research and practice are discussed.