Discussion of Pre/Post Change for All Students

Overall, prewriting strategy instruction was effective in scaffolding students in the planning and drafting process. Students showed significant change in their organization and idea development in their writing. Perhaps the most effective element of the intervention was having students create rough graphic organizers to turn into the instructor for written and oral feedback. Students showed significant change in their organization and ideas after receiving teacher feedback. They were then able to apply these changes to their written drafts and fine -tune their writing to reflect the ideas in the graphic organizers.  Only three of the six students increased their scores on the Metacognitive Awareness Inventory and it is interesting to note that these three were the older learners in the group. Further research is needed, however, these older students seemed more motivated to learn and more aware of the need to understand their own cognition.