Educational intervention demonstrates improved writing outcomes in students through explicit linguistic instruction, suggesting effective teaching strategies.
Teaching linguistic aspects relevant to text construction is an essential component of any thorough writing instruction program, despite the conflicting evidence regarding its effectiveness. In this study, 889 second and fourth grade students were assigned to one of three conditions: Selfregulated Development (SRSD), SRSD-connectors (SRSD - C), and business-as-usual (BAU). The experimental conditions addressed planning and self-regulation strategies to write opinion essays, but only the SRSD condition included explicit teaching of connectors (e.g., because) and discourse markers (e.g., In conclusion). Children in both experimental conditions outscored children in the BAU condition across grades and outcome variables. In addition, the SRSD condition showed larger effect sizes on grade-2 children's gains in text quality, number of genre-appropriate elements, and number of connectors than the SRSD-C condition. The study provides evidence of the effectiveness of explicitly teaching functionally-motivated linguistic representations within an SRSD program. Theoretical and educational implications are discussed.
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Pascual et al. (2023) studied this question.
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