Abstract:
This study investigated the effects of two instructional methods on the quality of writing in 9-11 year old students in a low decile, urban school. 20 students participated in this study. The two instructional methods were teacher modelling and responsive feedback. The students were assigned to each of two experimental groups of mixed ability. The study was conducted in 3 phases. The first phase was the collection of baseline data, followed by the second phase, where both experimental groups received teacher modelling in class, but only one experimental group was given the treatment of responsive feedback by teacher. At phase 3, both experimental groups were given the same treatments. Results indicated that both strategies endorse progress, but modelling in conjunction with responsive feedback had a greater impact on the quality of writing in 9 to 11 year students. The findings further demonstrated the two instructional strategies benefited the low and high achievers in writing and reduced the gaps that existed prior to intervention. The data from the study may be used to improve the instructional model to inform teachers about modelling and responsive feedback as instructional techniques for teaching writing.
