Abstract

Experimental research on strategy instruction for beginning writers has only recently begun. This study investigated the role of self-regulation instruction in Grade 1 strategy learning. In a pretest-post-test quasi-experiment, 120 Grade 1 students participated in a unit of study on personal narrative in one of three conditions: (1) Self-Regulated Strategy Development (SRSD), which included instruction in goal-setting, strategy steps, coping, self-monitoring, and self-reinforcement; (2) strategy instruction only (SO), which focused on the goal and steps of the strategy; (3) a control condition. Students in both strategy conditions, relative to the control, made large, statistically significant gains in text quality, word count, story features, and self-regulation knowledge. The SRSD condition resulted in greater self-regulation knowledge than the SO condition, which resulted in greater knowledge than the control. Pretest text quality did not interact significantly with condition. The effect of instruction on text quality was largely mediated by post-test self-regulation knowledge.

摘要

对初级作家策略指导的实验研究最近才开始。本研究调查了自我调节教学在一年级策略学习中的作用。在一项前测后测准实验中，120 名一年级学生在以下三个条件之一参加了一个关于个人叙述的学习单元：（1）自我调节战略发展（SRSD），其中包括目标设定指导，策略步骤、应对、自我监控和自我强化；（2）仅战略指导（SO），侧重于战略的目标和步骤；(3)控制条件。相对于对照组，两种策略条件下的学生在文本质量、字数、故事特征和自我调节知识方面取得了显着的、统计学上显着的进步。SRSD 条件导致比 SO 条件更多的自我调节知识，这导致比控制更多的知识。预测试文本质量与条件没有显着交互。教学对文本质量的影响在很大程度上受测后自我调节知识的调节。