Is it possible to transfer the learning of writing strategies to an unstructured opinion text? Analyzing the effects of the strategy-focused instruction

  1. Rodríguez-Málaga, Lucía 1
  2. Rodríguez, Celestino 2
  3. González-Sánchez, Lorena 3
  4. Areces, Débora 2
  5. Cueli, Marisol 2
  1. 1 Faculty of Psychology, University of Oviedo, Oviedo, Spain; Faculty of Education, University of Isabel I de Castilla, Castilla y León, Spain
  2. 2 Faculty of Psychology, University of Oviedo, Oviedo, Spain
  3. 3 Faculty of Education, University of Cantabria, Santander, Spain
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Zeitschrift:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Datum der Publikation: 2024

Titel der Ausgabe: May - September

Ausgabe: 40

Nummer: 2

Seiten: 254-264

Art: Artikel

DOI: 10.6018/ANALESPS.571031 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Andere Publikationen in: Anales de psicología

Zusammenfassung

Background. Using the Cognitive Self-Regulation Instruction program in writing (CSRI), the strategy-focused instruction was implemented, which included three instructional components: Direct Teaching, Modelling, and Peer-Practice. This study aims to explore whether the strategy-focused instruction led to spontaneous transfer of writing strategies to an uninstructed text genre (opinion text) and to examine whether the order in which the instructional components were implemented had an effect. Method. A total of 126 students of fourth year of primary school participated in the study and they were randomly assigned to two experimental conditions which differed in the order in which the instructional components were implemented. A control condition, with traditional teaching, was also included. Writing performance was measured through opinion text writing tasks, assessed using the anchor text procedure (Coherence, Structure and Quality). Results. Both CSRI sequences show the existence of statistically significant differences in terms of structure and coherence in the opinion text. Conclusions. The implementation of the CSRI program leads to improvements in uninstructed text genre (opinion text).

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