Abstract
The study dealt with the problem whether the effects of an experimental training programme would improve (1) children's strategies in writing and (2) the quality of their related text production. The study was organised as a pretest‐posttest control‐group design with an equal number of fourth grade students in the experimental and control group. Students in the experimental group were trained on a programme with writing‐related strategies during six sessions in a laboratory equipped with required instrumentation for data collection. The results indicated that some across‐domain strategies and most of the domain‐specific strategies were improved by the programme. Also a positive transfer effect was observed concerning students' writing attainments, particularly with regard to writing tasks based on series of pictures.
Published Version
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