Written Communication Jul 2023

Embedding Explicit Linguistic Instruction in an SRSD Writing Intervention

Naymé Salas Universitat Autònoma de Barcelona ; Mariona Pascual University of Lisbon ; Marilisa Birello Universitat Autònoma de Barcelona ; Anna Cross Universitat Autònoma de Barcelona

Abstract

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: Self-Regulated 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 a SRSD program. Theoretical and educational implications are discussed.

Journal
Written Communication
Published
2023-07-01
DOI
10.1177/07410883231169516
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Open Access
Closed
Topics
genre theory discourse analysis writing pedagogy teacher development
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Cited by in this index (1)

  1. Bodger (2025)
    Gateways to a Different World of Meaning: Expanding Theme Use in Primary-Aged C…
    Written Communication

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