Abstract
How best to teach students to write has been debated in education circles for many years. Though writing instruction has been debated, it is often missing or limited in most elementary classrooms. This qualitative study examines the effects of the thinkSRSD writing program in a third-grade classroom. More specifically the researchers investigated the following question: Does the thinkSRSD writing instruction strategy increase student’s writing skill? The researchers conducted this study for 10 weeks and collected data in three forms pre and post interviews, observations and documents. The results of the study indicate that the thinkSRSD strategy for teaching writing had a positive effect concerning students’ growth in writing. Additionally, this study found that the thinkSRSD writing strategy had a positive effect regarding students’ self-efficacy regarding writing. Thus, the thinkSRSD strategy for writing instruction would be a constructive approach for any elementary classroom.
Recommended Citation
Mullins, Amy and McKinley, Carole
(2025)
"Advancing Students Writing Skills and Self-Efficacy through the thinkSRSD Writing Strategy,"
Ohio Journal of Teacher Education: Vol. 40:
No.
2, Article 4.
Available at:
https://www.exhibit.xavier.edu/ojte/vol40/iss2/4
