| Title: |
An RCT of PD and Expert Support for Classwide SRSD Instruction on Timed Narrative Writing at 4th Grade: Critical Implications |
| Language: |
English |
| Authors: |
Sharlene A. Kiuhara (ORCID 0000-0003-3541-5495); Karen R. Harris; Steve Graham (ORCID 0000-0002-6702-5865); Douglas J. Hacker; Mary E. Story; Debra McKeown (ORCID 0000-0003-3686-6925) |
| Source: |
Reading and Writing: An Interdisciplinary Journal. 2025 38(2):1-34. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
34 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Grade 4; Intermediate Grades |
| Descriptors: |
Grade 4; Writing Instruction; Writing Strategies; Writing Skills; Teacher Effectiveness; Stakeholders; State Curriculum Guides; Alignment (Education); Expectation; Faculty Development; Self Management; Language Arts; Story Telling; Narration; Time Management; Elementary School Teachers |
| DOI: |
10.1007/s11145-023-10507-2 |
| ISSN: |
0922-4777; 1573-0905 |
| Abstract: |
Composing narrative text is complex, requiring development of knowledge of genre specific and general writing knowledge, and the ability to sequence and convey real or imagined experiences, reactions, and an effective ending. Teachers, however, typically do not receive adequate professional learning needed for effective instruction in narrative writing. We collaborated with district-level stakeholders to address the specific writing needs of their 4th grade students and developed two narrative writing strategies aligned with state curriculum and expectations. We also developed two days of practice-based professional development (PBPD) for teachers who implemented Self-Regulated Strategy Development (SRSD) instruction. The PBPD included the genre-based and general writing knowledge needed to use these new strategies. SRSD instruction also included learning to write in a timed condition, as required in the state writing test. Expert support was provided during SRSD instruction. Instruction took place during the teachers' English language arts block a minimum of 3 times per week. This randomized controlled trial involved 16 teachers and their 4th grade classrooms randomly assigned to the SRSD instruction or control conditions. PBPD resulted in high instructional fidelity for 14 features of SRSD instruction and high social validity for SRSD instruction. Hierarchical linear modeling indicated that student outcomes were moderate to large for narrative elements (g = 0.51) and story quality (g = 0.48), and small for total words written (g = 0.35). This study adds to research on PBPD for SRSD and challenges experienced, and to effective instruction in narrative writing. We discuss issues and future research that can make a difference to teachers, students, and schools. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1461750 |
| Database: |
ERIC |