Improving Children's Writing: the construction of a behavioural self‐management package

Abstract

AbstractIn this study, the effect of self‐management on the quantity and quality of primary school children's writing was examined. Self‐management was used as an intervention technique, because its rationale coincides with that of writing as an interactional process and both of them seek ways to promote independent learning. To serve the aims of the present research, several self‐management procedures were integrated into a package which was constructed especially for the purpose. An attempt was made to include as many as possible of these procedures, in order to maximise the effectiveness of the intervention. Results showed self‐management to be associated not only with increased output, but higher quality of output and higher attentional levels, as well.