Abstract

We investigated the effectiveness and social validity of a 17-week teacher-implemented whole-class Self-Regulated Strategy Development (SRSD) story writing intervention with 6–7-year-old students in New Zealand. We used a mixed methods intervention design. In the quantitative strand, we conducted a quasi-experiment in which students either received SRSD writing instruction or their regular writing instruction. We collected student writing samples before and after the intervention and teachers completed a social validity questionnaire after the intervention. A mixed-model ANOVA with SRSD instruction as the between-subject variable and time as the within-subject variable indicated that students in the treatment group had higher quality stories (ES = 0.97), included more essential story writing components (ES = 1.61), and wrote longer stories (ES = 1.06), after the intervention than students in the comparison group. In the qualitative strand, we interviewed the classroom teachers to gain deeper understandings of their perceptions of the social validity of the intervention. They indicated that the intervention was appropriate to meet their goals, was beneficial for the students, and they enjoyed implementing the intervention. Thus, the intervention was effective and teachers perceived it to have social validity. Limitations and future directions are discussed.

摘要

我们调查了为期 17 周的教师实施的全班自我调节策略发展 (SRSD) 故事写作干预对新西兰 6-7 岁学生的有效性和社会效度。我们使用了混合方法干预设计。在定量方面，我们进行了一个准实验，学生要么接受 SRSD 写作指导，要么接受他们的常规写作指导。我们在干预前后收集了学生写作样本，教师在干预后完成了一份社会效度问卷。以 SRSD 指令为学科间变量和时间为学科内变量的混合模型方差分析表明，治疗组的学生有更高质量的故事 (ES = 0.97)，包括更多基本的故事写作组件 (ES = 1.61) ，并写了更长的故事（ES = 1。06)、干预后的比对照组的学生多。在定性方面，我们采访了课堂教师，以更深入地了解他们对干预的社会有效性的看法。他们表示干预措施符合他们的目标，对学生有益，他们喜欢实施干预措施。因此，干预是有效的，教师认为它具有社会效度。讨论了局限性和未来的方向。他们喜欢实施干预措施。因此，干预是有效的，教师认为它具有社会效度。讨论了局限性和未来的方向。他们喜欢实施干预措施。因此，干预是有效的，教师认为它具有社会效度。讨论了局限性和未来的方向。