The Effects of a Multicomponent Strategy Instruction on the Argumentative Writing Performance of Low-Achieving Secondary Students

Autor/inn/en	Hisgen, Susanne; Barwasser, Anne; Wellmann, Thorben; Grünke, Matthias
Titel	The Effects of a Multicomponent Strategy Instruction on the Argumentative Writing Performance of Low-Achieving Secondary Students
Quelle	In: Learning Disabilities: A Contemporary Journal, 18 (2020) 1, S.93-110 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Secondary School Students; Essays; Persuasive Discourse; Learning Disabilities; Students with Disabilities; Writing Instruction; Teaching Methods; Intervention; Student Motivation; Comparative Analysis; Metacognition; Instructional Effectiveness; Learning Strategies; Special Schools; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Sekundarschüler; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Special school; Sonderschule; Ausland; Deutschland
Abstract	The ability to compose argumentative essays of sufficient quality is tantamount to the aptitude of thinking independently and critically, which is vital to playing an active part in one's society. Thus, the aim of teaching students this skill is incorporated into virtually every secondary school curriculum in almost all democratic countries around the globe. Unfortunately, adolescents with learning disabilities and other academic challenges find it especially difficult to write texts that present arguments about both sides of a controversial issue and weigh up the evidence before taking a stance. In this study, we investigated the effectiveness of self-regulated strategy development for an approach called STOP & DARE with 77 underperforming secondary students. Because academically challenged learners find it particularly difficult to engage in such an arduous task as acquiring argumentative essay skills, we complemented our intervention concept with some motivational techniques. We conducted our study within a randomized control group design: While half of the sample received the STOP & DARE training, the other half took part in a mindfulness course. Results showed a clear increase in performance among the students who attended the writing intervention sessions, whereas the control group's skill level rose only negligibly. These effects were still evident after 4 weeks. This suggests that the ability of struggling secondary students to compose admissible argumentative essays can be significantly improved even with relatively little means. We discuss these findings and their implications in relation to the possibilities of implementing STOP & DARE under everyday conditions in school. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01