Writing Strategies Instruction for Fourth Graders with and without Problem Behavior: Effects of Self-Monitoring and Operant Procedures on Compositional Achievements and on-task Behavior

被引:1
作者
Glaser, Cornelia [1 ]
Palm, Debora [1 ]
Brunstein, Joachim C. [1 ]
机构
[1] Univ Giessen, Abt Padag Psychol, DE-35394 Giessen, Germany
来源
ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE | 2012年 / 26卷 / 01期
关键词
writing competence; cognitive strategies training; self-monitoring; operant reinforcement; behavior problems; DEFICIT HYPERACTIVITY DISORDER; DIFFICULTIES QUESTIONNAIRE; STUDENTS; INTERVENTIONS; SKILLS; METAANALYSIS; PERFORMANCE; VALIDATION; STRENGTHS; TEACHER;
D O I
10.1024/1010-0652/a000057
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
In a classroom-based writing intervention study with 117 fourth graders, we examined the effects of self-monitoring and operant reinforcement procedures on the compositional achievements of students with and without externalizing behavior. Six classes were randomly assigned to one of three conditions: strategies instruction plus self-monitoring of strategy use and operant rewards for instrumental behavior; strategies instruction plus self-monitoring; and strategies instruction alone. In five 90-min sessions, students were taught a set of genre-specific strategies for writing good narratives. Both self-monitoring of strategy use and the addition of operant rewards augmented the effects strategy instructions had on students writing performance. Students with behavior problems gained most from the full intervention program (strategy instruction plus self-monitoring and operant reinforcement). These performance effects were mediated by students' observed on-task-behavior during the treatment phase.
引用
收藏
页码:19 / 30
页数:12
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