Strategic and self-regulated instruction in synthesis tasks in the university context.

Abstract

The aim of the study was to improve student skills in writing good-quality synthesis texts through a strategic, self-regulated instruction program aimed at ensuring that students properly activated reading and writing strategies required by the synthesis task. The sample consisted of 84 university students who were randomly assigned to experimental or control conditions. The experimental group received an instructional program based on the development and self-regulated implementation of reading and writing strategies for producing synthesis texts. The control group received a program involving metacognitive knowledge of various academic text types. Both programs involved eight 60-min sessions, taught by teachers in a compulsory degree subject. For the evaluations, students produced synthesis texts from different source texts. The syntheses were graded considering text product measures: information selection, idea connection, text organization, and holistic quality; and measures of reading (underlining and note-taking) and writing (planning and review) strategies. The results show that the experimental group exhibited greater improvements in synthesis quality and greater improvements in activation of information organization processes, note-taking while reading, and text planning. In conclusion, university students can, following implementation of a strategic instructional procedure in the context of a study plan, adapt and re-work their own reading and writing strategies and apply them in a self-regulated manner to synthesis tasks, improving text quality and some of the cognitive processes involved.