Promoting independence and fluent writing through behavioural self-management.
BACKGROUND
To improve their ability in written expression children need to be given adequate practice. It is suggested that current methods do not always encourage pupils to write nor do they foster independence.


OBJECTIVE
This study attempts to develop further a strategy which promotes independence through self-management and improves writing skills under the process approach.


METHODS
The sample comprised a class of 32 fourth-grade girls in a primary school in Athens for which the researcher was also the teacher.


METHODS
An ABAB repeated-measures withdrawal design was used. Story writing was encouraged using a self-management package. In addition to the feedback given through using the package the girls also received responsive feedback from the teacher every time they wrote.


RESULTS
Quantitative and qualitative analyses were employed to show that both quantity and quality of the children's writing improved.


CONCLUSIONS
The effectiveness of this approach, which was modified and improved from a previous study, was demonstrated in another country. Its feasibility was also shown in that the researcher was, at the same time, the class teacher.
Panagopoulou-Stamatelatou
A
A
School of Education, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK.
Merrett
F
F
D001521:Behavior Therapy; D002648:Child; D003479:Curriculum; D005260:Female; D006115:Greece; D006801:Humans; D007207:Individuation; D007389:Internal-External Control; D013663:Teaching / Q000379:methods*; D014956:Writing