Andere Kunden interessierten sich auch für
![Effects of Coaching on Self-regulated Learning Strategy Use and Grades]( "Effects of Coaching on Self-regulated Learning Strategy Use and Grades")
Effects of Coaching on Self-regulated Learning Strategy Use and Grades32,99 €![Relevance Instruction in Text Processing]( "Relevance Instruction in Text Processing")
Relevance Instruction in Text Processing32,99 €![Social Coping Strategy Endorsement of Gifted Adolescents]( "Social Coping Strategy Endorsement of Gifted Adolescents")
Social Coping Strategy Endorsement of Gifted Adolescents32,99 €![The effectiveness of Semantic Mapping Strategy and DRTA Strategy in:]( "The effectiveness of Semantic Mapping Strategy and DRTA Strategy in:")
The effectiveness of Semantic Mapping Strategy and DRTA Strategy in:38,99 €![Teacher Written Feedback and Revision Strategy in EFL Writing Process]( "Teacher Written Feedback and Revision Strategy in EFL Writing Process")
Teacher Written Feedback and Revision Strategy in EFL Writing Process32,99 €![Metacognitive language-learning strategy and language-learning style]( "Metacognitive language-learning strategy and language-learning style")
Metacognitive language-learning strategy and language-learning style51,99 €![Cooperative learning as a teaching strategy for the classroom]( "Cooperative learning as a teaching strategy for the classroom")
Cooperative learning as a teaching strategy for the classroom51,99 €
The purpose of the study was to investigate the
effects of a comprehensive persuasive writing
intervention based on the characteristics of the
text structure on the persuasive writing of 8th
graders. Students were randomly assigned to two
treatments: Practice group and Procedural
Facilitation group. Both of the groups received
treatment in planning and revising persuasive
essays. The writing of the students in the
Procedural Facilitation treatment group was
supported by implementing a free-writing drafting
strategy during planning and by providing procedural
facilitation for use during revision. Across the
conditions, significant increases in the
participants performance from pre-test to post-test
were observed on both dependent measures, indicating
the effectiveness of both types of instruction used
during the intervention.
effects of a comprehensive persuasive writing
intervention based on the characteristics of the
text structure on the persuasive writing of 8th
graders. Students were randomly assigned to two
treatments: Practice group and Procedural
Facilitation group. Both of the groups received
treatment in planning and revising persuasive
essays. The writing of the students in the
Procedural Facilitation treatment group was
supported by implementing a free-writing drafting
strategy during planning and by providing procedural
facilitation for use during revision. Across the
conditions, significant increases in the
participants performance from pre-test to post-test
were observed on both dependent measures, indicating
the effectiveness of both types of instruction used
during the intervention.