The improvement of writing skills is one of the aims of the educational system. The present study implemented strategy-focused instruction through the Cognitive Self-Regulation Instruction (CSRI) program which included three instructional components: Direct Teaching, Modelling, and Peer-Practice. The aim was to explore the short- and long-term effects of different sequences of the three CSRI instructional components on writing skills (reflected in greater Coherence, Structure and Quality of the text product). Six 4th grade primary education classes from three different schools (N = 126) were randomly allocated to the experimental conditions which differed in the order in which the instructional components were implemented: Direct Teaching, Peer-Practice, and Modelling (experimental condition 1, n = 47); or Modelling, Peer-Practice, and Direct Teaching (experimental condition 2, n = 36). A control condition (n = 43) was also included in which students received traditional instruction. Writing performance was measured through compare-contrast writing tasks. In addition, writing performance was assessed through the anchor text procedure (considering three variables: Coherence, Structure and Quality). Findings supported the effectiveness of strategy-focused instruction after four sessions of the CSRI program. Experimental conditions 1 and 2 showed a significant gain relative to the control condition and were equally effective for the improvement of writing skills over a short-term period. More specifically, the Peer-Practice component was associated with the largest gains in the 4th grade students’ writing skills.

写作技能的提高是教育系统的目标之一。本研究通过认知自我调节教学（CSRI）程序实施了以策略为中心的教学，该程序包括三个教学成分：直接教学，建模和对等实践。目的是探讨三个CSRI教学组件的不同顺序对写作技巧的短期和长期影响（体现在更大的连贯性，文本产品的结构和质量上）。将来自三所不同学校（N  = 126）的六个四年级小学教育班级随机分配给实验条件，这些实验条件的执行顺序有所不同：直接教学，同伴练习和建模（实验条件1，n = 47）；或建模，同伴练习和直接教学（实验条件2，n  = 36）。的控制条件（Ñ = 43）还包括接受传统教学的学生。写作表现是通过对比写作任务来衡量的。此外，通过锚文本程序（考虑三个变量：连贯性，结构和质量）评估了写作表现。四次CSRI计划后，研究结果支持了以策略为中心的教学的有效性。实验条件1和2显示出相对于对照条件的显着提高，并且在短期内对提高写作技巧同样有效。更具体地说，同伴练习部分与四年级学生写作技巧的最大收获有关。