Persuasive writing interventions: Teaching using Self-Regulated Strategy Development

Abstract

The purpose of this study was to determine if a sample of educators who taught a variety of subjects in a range of grade levels were aware of and using Self-Regulated Developmental Strategy intervention techniques when teaching persuasive writing. The measurement tool was a Google Forms Survey. This survey involved the use of a Likert scale to measure the frequency of technique application in the classroom. It also measured the interest level of educators to learn more about SRSD intervention. Findings indicated the frequency of use of and interest in the techniques used in the classroom were average with relatively little variation in responses. Some respondents indicated interest but having little time to learn more. Research on this topic should continue as there is more to learn about the benefits of teachers’ knowing about and implementing the SRSD intervention to improve writing skills across grade levels and curricular content.