The current study examined the impact of adapting an evidence-based instructional approach to develop ninth-grade students' argumentative writing and self-regulated strategy use. Following the Self-Regulated Strategy Development (SRSD) model, strategies to plan and write argumentative texts were implemented in two Portuguese classrooms. The model relies heavily on the use of mnemonic strategies to support instruction. Thus, incremental effects of using dual-coding mnemonics (i.e., visual and verbal mnemonics) were explored when implementing SRSD instruction. For the first group (n = 23), SRSD instruction included verbal and visual mnemonics; for the second group (n = 25), SRSD instruction included verbal mnemonics alone. Groups were compared with a control group (n= 25) receiving standard writing instruction. The following findings were significant: a) SRSD instruction increased writing quality, organising, and spontaneous planning; b) dual-coding mnemonics enhanced writing quality, development of ideas, organising, language clarity, and spontaneous planning; c) national exams completed 15 weeks after instruction reinforced the effectiveness of the adapted SRSD strategies. The process of culturally adapting and implementing SRSD instruction to teach argumentative writing will be discussed, including the potential incremental effects of adding visual mnemonics to the SRSD instructional routine.

中文翻译：

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“行得通吗？” 改编循证实践教学论证写作

当前的研究检查了采用循证教学方法发展九年级学生的议论文写作和自我调节策略使用的影响。遵循自我调节策略发展（SRSD）模型，在两个葡萄牙语教室中实施了计划和撰写论据的策略。该模型在很大程度上依赖于助记符策略的使用来支持指令。因此，在执行SRSD指令时，探索了使用双重编码助记符（即视觉和语言助记符）的增量效果。对于第一组（n = 23），SRSD指令包括口头和视觉助记符；对于第二组（n = 25），SRSD指令仅包含语言助记符。将各组与接受标准写作指导的对照组（n = 25）进行比较。以下发现是重要的：a）SRSD指令提高了写作质量，组织能力和自发性计划；b）双编码助记符提高了写作质量，思想发展，组织能力，语言清晰度和自发计划；c）授课后15周完成的国家考试增强了改编的SRSD策略的有效性。将讨论在文化上适应和实施SRSD指令来教授论证性写作的过程，包括在SRSD指令例程中添加视觉助记符的潜在增量效果。c）授课后15周完成的国家考试增强了改编的SRSD策略的有效性。将讨论在文化上适应和实施SRSD指令以教授论证性写作的过程，包括在SRSD指令例程中添加视觉助记符的潜在增量效果。c）授课后15周完成的国家考试增强了改编的SRSD策略的有效性。将讨论在文化上适应和实施SRSD指令以教授论证性写作的过程，包括在SRSD指令例程中添加视觉助记符的潜在增量效果。