%0 Journal Article
%T Tailoring Multicomponent Writing Interventions: Effects of Coupling Self
%A Rui A. Alves
%A Teresa Limpo
%J Journal of Learning Disabilities
%@ 1538-4780
%D 2018
%R 10.1177/0022219417708170
%X Writing proficiency is heavily based on acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training with a self-regulation intervention (self-regulated strategy development [SRSD]) in Grade 2 (ages 7¨C8). Forty-three students receiving self-regulation plus transcription (SRSD+TR) intervention were compared with 37 students receiving a self-regulation only (SRSD only) intervention and 39 students receiving the standard language arts curriculum. Compared with control instruction, SRSD instruction¡ªwith or without transcription training¡ªresulted in more complex plans; longer, better, and more complete stories; and the effects transferred to story written recall. Transcription training produced an incremental effect on students¡¯ composing skills. In particular, the SRSD+TR intervention increased handwriting fluency, spelling accuracy for inconsistent words, planning and story completeness, writing fluency, clause length, and burst length. Compared with the SRSD-only intervention, the SRSD+TR intervention was particularly effective in raising the writing quality of poorer writers. This pattern of findings suggests that students benefit from writing instruction coupling self-regulation and transcription training from very early on. This seems to be a promising instructional approach not only to ameliorate all students¡¯ writing ability and prevent future writing problems but also to minimize struggling writers¡¯ difficulties and support them in mastering writing
%K writing
%K self-regulation
%K transcription
%K strategy instruction
%U https://journals.sagepub.com/doi/full/10.1177/0022219417708170