French fourth- and fifth-graders who received SRSD instruction produced higher-quality stories than matched peers who received regular writing instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Compared with students who received regular writing instruction, students who underwent the SRSD intervention produced higher-quality texts. → Jonathan Fernandez 2024

Evidence¶

Jonathan Fernandez 2024¶

Jonathan Fernandez, Jessica Guilbert. (2024). Self-regulated strategy development's effectiveness: underlying cognitive and metacognitive mechanisms. Metacognition and Learning (2024) 19:1091–1135. https://doi.org/10.1007/s11409-024-09398-7

q2 · i? · causal · r2

Reported result of a quasi-experimental, propensity-score-matched comparison of French fourth- and fifth-graders in disadvantaged-area schools taught story writing over three months in whole classes. The abstract reports that SRSD students "produced higher-quality texts" than students receiving regular writing instruction. No effect size is printed in the supplied text.

"The results indicated that compared with students who received regular writing instruction, students who underwent the SRSD intervention produced higher-quality texts and evaluated their texts' quality more accurately, despite persistent overestimation."

Discussion¶

Learner Variables¶

Writing Skills — outcome: instruction changes it

Improvements in planning skills mediated SRSD's effect on text quality, via better-structured stories containing more ideas — related
SRSD instruction improved students' accuracy in self-evaluating their texts' quality, although overestimation persisted — related
Strategy Instruction Improves Writing Quality — a broader claim this one bears on
Some SRSD students, particularly those with poor working memory, struggled to implement the planning strategies they were taught — related

Page metadata

Field	Value
`type`	`claim`
`id`	`srsd-improves-french-pupils-story-quality`
`title`	`French fourth- and fifth-graders who received SRSD instruction produced higher-quality stories than matched peers who received regular writing instruction`
`description`	`French fourth- and fifth-graders who received SRSD instruction produced higher-quality stories than matched peers who received regular writing instruction`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2024`
`generated`	by `process:wiki-ingest` on `2026-10-19`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `jonathan-fernandez-2024`

Frontmatter is the page's machine-readable record — see the Schema & Guide.