Date of Award
Graduate Field Experience
Master Of Arts In Urban Education
Colleges & School
College Of Education And Leadership
Marian Graeven Peter, PhD
Library of Congress Subject Heading
Bilingualism; Writing--Study and teaching (Elementary); Storytelling ability in children
The purpose of this study was to examine the effects of a modified version of a self-regulated strategy development model on the writing of bilingual kindergarten students. This was an important study because kindergarten bilingual children are falling behind in writing as they try to master two languages. The procedures for this study involved choosing eight students to take part in the study. The eight students were separated into an intervention group and a non-intervention group. The intervention group received small group instruction using a modified version of the self-regulated strategy development model. Data was collected by giving the eight students a picture prompt one time per week and rating their writing based on a rubric. Findings demonstrated that the intervention group made more progress using more story components and number of words in their writing than the non-intervention group. This study showed that the writing of bilingual kindergartners can be improved by explicit instruction, teacher modeling, and clear expectations. Recommendations for teachers of bilingual kindergarten children include explicit teaching of story elements, teacher modeling of language and writing, peer cooperation in writing, and providing clear expectations for students’ writing (such as a rubric). As a result of this study, the researcher hopes that bilingual kindergarten students are able to write more advanced stories and therefore be able to express themselves better. Self-regulation is important because it gives the students a foundation to start their writing. Students are taught strategies to make sure they are following the steps of a good writer. Being a stronger writer will help students in their future academic careers.
Lobo, Ashley K., "The Effects of Explicitly Teaching a Component of Self-regulated Strategy Development on Bilingual Kindergartners" (2015). Master's Theses, Capstones, and Projects. 397.
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