The effects of a graphic organizer with storytelling intervention on writing quality and attitude towards writing of third graders with German as a second language

• Anne Barwasser ^[1] ; Kerstin Nobel ^[1] ; Kristie Asaro-Saddler ^[2] ; Bruce Saddler ^[2] ; Matthias Grünke ^[1]
  1. [1] University of Cologne

     University of Cologne

     Kreisfreie Stadt Köln, Alemania

     
  2. [2] University at Albany
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 1, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-024-00908-4
• Enlaces
  • Texto completo
• Resumen

  • Writing can be a challenging task for students—especially for those who have grown up as second language (L2) learners. In particular, planning and structuring written content can be especially difficult for them. For this reason, the effects of a combined strategy instruction intervention consisting of a graphic organizer and storytelling on the narrative writing performance of struggling third graders (N = 8) from a German elementary school with German as a L2 (GSL) was examined. A multiple baseline across participants design was applied with a baseline phase followed by an intervention phase (combined strategy instruction) which was held three times a week over a period of six weeks for 40 minutes. Results revealed a positive effect of the intervention package on story writing quality and the attitude towards writing. Furthermore, the intervention was rated positively by the participants. Limitations and practical implications of the findings are discussed.

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