Abstract The purpose of this study was to examine the effects of an approach to teaching opinion writing in the primary grades that combined collaborative reasoning with strategy instruction. Four teachers and 80 students were randomly assigned to treatment and control conditions for 10 days of instruction in opinion writing. Students wrote opinion essays at pretest and posttest, participated in interviews, and completed a self-efficacy questionnaire. Teachers completed an efficacy questionnaire and participated in interviews. Analysis found a statistically significant effect of treatment on overall quality of essays. Analysis of elements found that both groups included more reasons and evidence at posttest, but students in the treatment condition included more elements in the introduction and conclusion. No statistically significant differences were found for student or teacher efficacy.

中文翻译：

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结合协同推理与策略指导提高二年级学生的意见写作

摘要 本研究的目的是检验将协作推理与策略教学相结合的小学意见写作教学方法的效果。4 名教师和 80 名学生被随机分配到治疗和控制条件，为期 10 天的意见写作指导。学生在前测和后测中撰写意见论文，参加访谈，并完成自我效能问卷。教师完成效能问卷并参与访谈。分析发现治疗对论文的整体质量有统计学意义。要素分析发现，两组学生在后测中都包含了更多的理由和证据，但治疗条件下的学生在介绍和结论中包含了更多的要素。