Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training.

Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training. J Learn Disabil. 2017 May 01;:22219417708170 Authors: Limpo T, Alves RA Abstract Writing proficiency is heavily based on acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training with a self-regulation intervention (self-regulated strategy development [SRSD]) in Grade 2 (ages 7-8). Forty-three students receiving self-regulation plus transcription (SRSD+TR) intervention were compared with 37 students receiving a self-regulation only (SRSD only) intervention and 39 students receiving the standard language arts curriculum. Compared with control instruction, SRSD instruction-with or without transcription training-resulted in more complex plans; longer, better, and more complete stories; and the effects transferred to story written recall. Transcription training produced an incremental effect on students' composing skills. In particular, the SRSD+TR intervention increased handwriting fluency, spelling accuracy for inconsistent words, planning and story completeness, writing fluency, clause length, and burst length. Compared with the SRSD-only intervention, the SRSD+TR intervention was particularly effective in raising the writing quality of poorer writers. This pattern of findings suggests that students benefit from writing instruction coup...
Source: Journal of Learning Disabilities - Category: Disability Authors: Tags: J Learn Disabil Source Type: research