La efectividad de la instrucción estratégica y autorregulada para la mejora de las habilidades de revisión textual en educación primaria
- Paula López 1
- Alba González 1
- Raquel Fidalgo 1
- Mark Torrance 2
- Gert Rijlaarsdam 3
- Huub Van den Bergh 4
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1
Universidad de León
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2
Nottingham Trent University
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3
University of Amsterdam
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4
Utrecht University
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- .Amparo Díaz Román (coord.)
- Almudena Carneiro Barrera (coord.)
Editorial: Asociación Española de Psicología Conductual AEPC
ISBN: 978-84-09-02097-3
Año de publicación: 2017
Páginas: 23-29
Tipo: Capítulo de Libro
Resumen
Revision is a challenging process, extensively used by skilled writers, in which students should compare the actual text with the intended text through the use of several complex skills. Several studies have shown that younger writers barely exhibit revision abilities. However, even if they use it, this does not result in an improvement of text quality of their compositions. Therefore, it is important to know which instructional approaches are most effective for the improvement of revision skills in primary and secondary school levels. Thus, the goal of the present study was to analyse the effectiveness of strategy-focused instruction focused on the revision process for the improvement of the textual quality in six-grade students.The sample comprised 85 six-grade students of primary education divided into an experimental group, which received strategy-focused instruction aimed to develop revision skills, and a control group whose instruction focused on the establishment of communicative goals. The study followed a pretest-posttest-maintenance test design where text quality and revision skills were evaluated as wells as the moderator effect of variables as self-efficacy or writer style. The results showed that strategy-focused instruction in an effective approach to improve text quality as well as revision skills related to detection and correction of substantive mistakes in six graders.