Is it possible to transfer the learning of writing strategies to an unstructured opinion text? Analyzing the effects of the strategy-focused instruction

• Rodríguez-Málaga, Lucía ^[1] ; Rodríguez, Celestino ^[2] ; González-Sánchez, Lorena ^[3] ; Areces, Débora ^[2] ; Cueli, Marisol ^[2]
  1. [1] Faculty of Psychology, University of Oviedo, Oviedo, Spain; Faculty of Education, University of Isabel I de Castilla, Castilla y León, Spain
  2. [2] Faculty of Psychology, University of Oviedo, Oviedo, Spain
  3. [3] Faculty of Education, University of Cantabria, Santander, Spain

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• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 40, Nº. 2, 2024 (Ejemplar dedicado a: May - September), págs. 254-264
• Idioma: inglés
• DOI: 10.6018/analesps.571031
• Títulos paralelos:
  • ¿Es posible transferir el aprendizaje de estrategias de escritura a un texto de opinión no estructurado? Análisis de los efectos de la instrucción centrada en la estrategia
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  • Texto completo
• Resumen
  • español

    Antecedentes. Utilizando el programa de Instrucción de la Autorregulación Cognitiva aplicado a la escritura (CSRI) se implementó la instrucción centrada en la estrategia con tres componentes instructivos: Enseñanza Directa, Modelado y Práctica entre iguales. El objetivo de este estudio consiste en comprobar si la instrucción centrada en la estrategia conducía a la transferencia espontánea de estrategias de escritura a un género textual no instruido (texto de opinión), así como examinar si el orden de los componentes tenía algún efecto. Método. Participaron 126 estudiantes de cuarto de educación primaria que se asignaron aleatoriamente a dos condiciones experimentales que diferían en el orden en que se implementaban los componentes instructivos. Además, se incluyó una condición de control con enseñanza tradicional. El rendimiento en la escritura se midió mediante tareas de escritura de textos de opinión, evaluadas mediante el procedimiento de texto de anclaje (Coherencia, Estructura y Calidad). Resultados. Ambas secuencias CSRI mostraron diferencias estadísticamente significativas en cuanto a estructura y coherencia en el texto de opinión. Conclusiones. La aplicación del programa CSRI supone mejoras en el género textual no instruido (texto de opinión).

  • English

    Background. Using the Cognitive Self-Regulation Instruction program in writing (CSRI), the strategy-focused instruction was implemented, which included three instructional components: Direct Teaching, Modelling, and Peer-Practice. This study aims to explore whether the strategy-focused instruction led to spontaneous transfer of writing strategies to an uninstructed text genre (opinion text) and to examine whether the order in which the instructional components were implemented had an effect. Method. A total of 126 students of fourth year of primary school participated in the study and they were randomly assigned to two experimental conditions which differed in the order in which the instructional components were implemented. A control condition, with traditional teaching, was also included. Writing performance was measured through opinion text writing tasks, assessed using the anchor text procedure (Coherence, Structure and Quality). Results. Both CSRI sequences show the existence of statistically significant differences in terms of structure and coherence in the opinion text. Conclusions. The implementation of the CSRI program leads to improvements in uninstructed text genre (opinion text).

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