Scaffolding metacognitive strategies for fifth-grade remedial writers

This study investigated the nature and effects of scaffolding metacognitive strategies for fifth-grade remedial writers. The areas addressed were: (a) the construction of the metacognitive scaffold, (b) the use of the scaffold during the composing process, (c) the writers\u27 conscious metacognitive reporting (think alouds) while composing, and (d) the writers\u27 responses to the survey regarding the efficacy of scaffolding. The theoretical rationale for this study was based on theories of language learning, metacognitive scaffolding, and the composing process. The five participants in this study received scaffold-based instruction for 15 weeks. The study consisted of three phases: the pretest (writers\u27 interview), the scaffold-based instruction and generated samples, and the posttests (verbal reports, a writer\u27s survey, and the New York State Elementary Writing Test). An analysis of the data indicated that the participants composed better text after the scaffolding intervention. They were also able to report and reflect on their conscious metacognitive behavior during the composing process. The writer\u27s survey indicated that the participants found the scaffold-based instruction beneficial, and that their self-efficacy regarding composing had improved. The results of the New York State Elementary Writing Test (PEP) (The university of the State of New York, 1998) indicated that these remedial writers were able to produce proficient text. In this study, using scaffold-based instruction assisted the participants in developing metacognitive behavior for composing, and was found to be an effective writing intervention. This study concluded that scaffolding, although challenging, was both beneficial and efficacious for the participants