The principal aim of strategy-focused instruction is to teach students strategies to control their writing processes and achieve quality writing. For this purpose, nine 4th grade Elementary School classes from three different schools (N = 215) were randomly allocated to two forms of strategy-focused program called cognitive self-regulation instruction (CSRI). The full-CSRI (experimental condition 1, n = 72) taught students a strategic approach to set appropriate product goals along with planning strategies. However, in the brief-CSRI (experimental condition 2, n = 69), the direct teaching of planning procedures was removed. These two experimental conditions were compared with a control condition (n = 74). We used a pre-test/post-test design and we also collected a maintenance writing performance 7 months after the intervention. Writing performance was holistically evaluated through reader-based measures made up of aspects related to structure, coherence, and quality. Only the full-CSRI condition wrote better compare–contrast texts than the control group in both the short term and at the maintenance timepoint. The study discusses the effects of the intervention on each measure and whether or not it is necessary to train process strategies.

以策略为中心的教学的主要目的是教授学生控制写作过程和实现高质量写作的策略。为此，来自三所不同学校 ( N  = 215) 的九个四年级小学班级被随机分配到两种形式的以战略为重点的计划，称为认知自我调节指导 (CSRI)。完整的 CSRI（实验条件 1，n  = 72）教会学生一种战略方法来设定适当的产品目标和规划策略。然而，在简短的 CSRI（实验条件 2，n  = 69）中，计划程序的直接教学被删除了。将这两个实验条件与对照条件 ( n = 74）。我们使用了前测/后测设计，我们还收集了干预后 7 个月的维护写作表现。写作表现通过基于读者的衡量标准进行全面评估，这些衡量标准由与结构、连贯性和质量相关的方面组成。在短期和维持时间点，只有完全 CSRI 条件比对照组写出更好的对比文本。该研究讨论了干预对每项措施的影响以及是否有必要培训过程策略。