ABSTRACT The purpose of this study was to design and evaluate an instructional approach that combined strategy instruction with principles of dialogic pedagogy to improve the story writing of students in grades K-2 (n = 219). Specifically, drama, dialogic interactions, and oral retellings assisted learners with ideation, while strategies guided their planning and revising. Additionally, the study developed procedures for teachers’ professional development (PD). The study followed the methodological principles of design based research (DRB) and employed a pretest-posttest design for one cycle of implementation that lasted for 30 days. The results showed statistically significant differences on students’ writing quality. Teachers comments were positive for the lessons and the PD. Revisions and implications for practice and future research are further discussed.

中文翻译：

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结合策略教学和对话教学法原则支持小学生故事写作：设计研究第一周期的结果

摘要 本研究的目的是设计和评估一种将策略教学与对话教学法原则相结合的教学方法，以提高 K-2 年级学生（n = 219）的故事写作能力。具体来说，戏剧、对话互动和口头复述有助于学习者进行构思，而策略则指导他们的计划和修改。此外，该研究还制定了教师专业发展 (PD) 的程序。该研究遵循基于设计的研究 (DRB) 的方法论原则，并在一个持续 30 天的实施周期中采用了前测-后测设计。结果表明，学生的写作质量存在统计学上的显着差异。教师对课程和 PD 的评价是积极的。