The Effect of Metacognitive Training for Writing on Attention to Detail of First Graders
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2014-05
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Masters of Education
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Abstract
The purpose of this study was to examine the effectiveness of a metacognitive training method involving a writing checklist that was designed to help first graders become more attentive to detail in their writing assignments and focus more productively during their class work time. The intervention group (n = 20) and the control group (n = 13) came from a convenience sample. This study had a pretest/posttest design that used as its dependent variable a researcher-designed writing prompt and rubric that produced an Attention to Detail score. The pre-test was used to confirm that the two groups did not differ on Attention to Detail scores prior to the intervention. After the intervention group had explicit instruction and 15 days experience in using the checklist on daily writing assignments, the two groups were given the post- assessment. The mean Attention to Detail scores on the post-intervention writing test of the intervention group (Mean = 10.60, SD = 1.98) did not differ significantly from the mean Attention to Detail scores of the control group (Mean = 9.38, SD = 3.40) [t(31) = -1.30, p > .05). Implications, limitations, and ideas for future research are discussed.