Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component of self-regulated strategy development

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Abstract

This study examined the effects of adding collaborative modeling of text structure as an additional component of self-regulated strategy development for elementary school 6th-grade students learning English as a second language (ESL). In this study, 34 students receiving a ‘Self-regulated strategy development plus collaborative modeling of text structure’ intervention were compared with 36 students receiving a ‘collaborative modeling of text structure only’ intervention, 38 students receiving a ‘self-regulated strategy development only’ intervention, and 36 students receiving traditional instruction. Several measures (i.e., content comprehension, summarization of main ideas, and essay writing) were administered after the one-month intervention. Results revealed that, compared to traditional instruction, self-regulated strategy development and collaborative modeling of text structure respectively resulted in better comprehension levels and writing performance. The combination of self-regulated strategy development and collaborative modeling of text structure was particularly effective in increasing primary school students’ content comprehension and writing quality. These findings highlight the benefit of coupling self-regulated strategy development and collaborative modeling of text structure for elementary school ESL classroom instruction.

Original languageEnglish
Article number100870
JournalStudies in Educational Evaluation
Volume65
DOIs
Publication statusPublished - Jun 2020
Externally publishedYes

Keywords

  • Reading comprehension
  • Self-regulation
  • Text structure
  • Writing

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