Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components

Abstract Children’s writing depends on strategic and self-regulated behaviors as well attention transcription skills. Despite the well-established effectiveness of interventions based strategy development model (SRSD), little is known about their effects when combined with explicit teaching systematic training or transcription. This study compared SRSD that taught students a planning how to use it compose text, additional components (via focused meditation exercises) copy alphabet exercises). We used quasi-experimental design three groups Portuguese third graders: + ( n = 42), 37), wait list 34). Measures transcription, executive functions, motivation, written production, academic achievement were collected before after interventions. Analyses co-variance revealed group surpassed others in terms handwriting fluency spelling accuracy, though only among weakest spellers at pretest. Moreover, comparison group, both showed better skills, wrote more complete texts, displayed functioning posttest. After intervention, produced texts than peers, achieved performance, but those poorer grades Regarding we found an effect intervention self-efficacy for ideation, lower These findings suggest importance articulating self-regulation strategies early schooling.