Beschreibung
This pilot study aimed at examining the effectiveness of implementation the self-regulated strategy in persuasive writing in a private suburb school in Beirut-Lebanon. Participants were 25 fourth grade students aged between 9 and 10. Intervention spanned over a 2-month period in the year 2016, with the introduction of a new writing strategy designed to monitor, regulate, and control students' learning practices. This strategy training which was inspired by the work of Graham and Harris (2003), included methods of direct instruction and cognitive modeling as well as phases of guided and independent practice to help students acquire effective strategies for planning and for drafting compositions.
Autorenporträt
Dr. Badrie ELDaou. An assistant professor at the Lebanese university, Faculty of Education, post-graduate Special Education program. AUB Alumnie,and USJ Alumnie. Participated in many international conferences and Conducted researches on special education and educational psychology mainly:Inclusion, self-esteem,depression,and ICT training.
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