**2.3.1 Instructional program in written composition**

The instructional program in written composition, applied by the mothers in the EFP group and teachers in the PRO group, consists of eight intervention sessions. The order of the sessions was based on the objectives of the study and on the cognitive processes involved in written composition.

As for the teaching-learning procedure followed, each session consisted, in general, of an initial activation of prior student knowledge and then to proceeded to the presentation of new content and strategies, offering in most cases modeling and implementation of different strategies to this end, including the initial observation of the model and the subsequent practice of repeating in pairs or individually (depending on the session). We provided external expert feedback and finished by reviewing the content covered in the session. Table 4 presents a summary of the program by collecting the main elements of each session, its objectives and the teaching-learning process followed in both the EFP and PRO groups.


Here we describe, first of all, the instructional program for students in the EFP and PRO groups, and secondly, the training program developed with the parents group in the EFP

The instructional program in written composition, applied by the mothers in the EFP group and teachers in the PRO group, consists of eight intervention sessions. The order of the sessions was based on the objectives of the study and on the cognitive processes involved in

As for the teaching-learning procedure followed, each session consisted, in general, of an initial activation of prior student knowledge and then to proceeded to the presentation of new content and strategies, offering in most cases modeling and implementation of different strategies to this end, including the initial observation of the model and the subsequent practice of repeating in pairs or individually (depending on the session). We provided external expert feedback and finished by reviewing the content covered in the session. Table 4 presents a summary of the program by collecting the main elements of each session, its objectives and the teaching-learning process followed in both the EFP and PRO groups.

Explain the importance of explicit

Transmission mnemonic rule "Perdidos"

Writing a text (Family Adventures) and stimulating the use of writing in



Session 2: Activation questions guided by prior knowledge about the writing process (remember "Perdidos"). Instruction on/explicit explanation of mnemonic strategy and Plan-L. Teacher models the use of strategy by thinking aloud based on the text

Interactive stimulation of prior knowledge about the writing process,

writing.

brainstorming.

(Lost in Spanish)

everyday tasks.

notes, etc.)

*Focus Objectives Teaching-learning procedure* 

Increasing students' interest in writing, showing its

To develop students' ability to address the planning of texts effectively, according to their different threads. Promote the development of students' "PLAN-L" planning strategy, corresponding to

Activate students' prior knowledge about the process of written composition. Provide students with the main processes involved in

relevance.

writing.

**2.3 Training programs** 

written composition.

Motivation for writing.

Overview of the process of written composition.

Text planning process

**2.3.1 Instructional program in written composition** 

group.


Preventing Children's Writing Difficulties Through Specific Intervention in the Home 115

enroll in the training program.

performance, in a large group.

mnemonics of Perdidos.

playing instructor.

with teachers.

school involvement.

Session 3 The editing process Activation of what was learnt regarding the writing

in editing (Child).

Instructor feedback.

writing strategy.

tasks.

PowerPoint presentation explaining instructor and

Presentation of participants. Briefing and reasons to

Activating prior knowledge of the writing process

Instructor models writing process. Explanation of

Presentation homework, simulation application. Role-

Homework presentation and models of speech in your application (Perdidos and planning strategy PLAN-L).

Discussion of advantages/disadvantages of cooperating

Discussed proposals of ways of effective and workable

Explicit explanation of the mnemonic strategy and Plan-L. Instructor models use of strategy, thinking aloud, in

Disaggregated presentation of graphic organizer to help

Instructor modeled thinking aloud, teaching children the complementary use of PLAN-L and Child organizer

Sets of parents, role-playing, where mothers represent a parent and a child carrying out the teaching strategies.

Exposure to different types of reinforcement, virtues and functions; personal use of large group analysis; every mother presents and focuses on the proper use of writing

Activating prior knowledge and review of knowledge of

relation to the text the group is working on.

using Perdidos and Plan -L strategies.

based on the acronym Perdidos.

Setting homework, questions

Reflections on the importance of the family in

Explanation on the importance of writing.

working in a large group. Brainstorming.

MEETING METHODOLOGY

program.

Set homework.

SESSION No.

Session 0 Participants and program presentation The importance of family performance

> Written composition: performance, everyday tasks.

Session 1 Self-knowledge of writing skills Processes involved

> in written composition

Session 2 The school-family relationship. The text planning

process

Session 4 The importance of

reinforcement. The review process


Table 4. Summary of the written composition instructional program implemented

According to the instructional pattern followed in the intervention program, the teaching procedure for written composition was based on the mnemonic and motivational aspect of the acronym Perdidos, on which we based the teaching of the various planning and text revision comparison-contrast strategies and introduces the use of a graphic organizer to guide the editing stage.

#### **2.3.2 Parent training program**

The parent training program consisted of six main foci, one per session which are detailed in Table 5, together with the methodology implemented.

The sessions maintained a structure that can divided into four interconnected stages. In the first stage, we started by remembering what was learned in previous sessions and

strategy, offering suggestions for improvement. Feedback from the


Session 7: Development of an individual text CC (PRO: basketball, handball; EFP: Spanish families vs. families from other


countries) with all materials. - PRO: Reading the text to large group and evaluation.

teacher's permission).

corrects texts produced.

Session 8: The instructor goes over thinking aloud, and the text writing process (Perdidos: P: Plan-L, E: Editing, R: BER), using incomplete models that students have to detect and correct. Individual composition of a text, without teacher or material assistance. Checking with the help of the review of materials that they have followed all the steps, positive reinforcement, instructor

teacher.

develop a text.

*Focus Objectives Teaching-learning procedure* 

Facilitate learning strategy

Working in a joint process to compose texts encouraging use of any learned processes.

Table 4. Summary of the written composition instructional program implemented

According to the instructional pattern followed in the intervention program, the teaching procedure for written composition was based on the mnemonic and motivational aspect of the acronym Perdidos, on which we based the teaching of the various planning and text revision comparison-contrast strategies and introduces the use of a graphic organizer to

The parent training program consisted of six main foci, one per session which are detailed in

The sessions maintained a structure that can divided into four interconnected stages. In the first stage, we started by remembering what was learned in previous sessions and

review "REC".

General essay writing process

guide the editing stage.

**2.3.2 Parent training program** 

Table 5, together with the methodology implemented.


Preventing Children's Writing Difficulties Through Specific Intervention in the Home 117

Then, in the case of the schools that declined the inclusion of families (schools 1 and 2), we proceeded to send newsletters and open registration for the training school to all parents of students in grades 5 and 6. Only thirty four mothers enrolled, of which we only considered to be participants in the EFP group those whose attendance was over 95%, resulting in a total of 26. In these same schools, twenty-five additional families showed interest in the training initiative but had difficulty attending parent training. These were included in the PAD experimental group. As for the schools that had opted for the PRO group, we held a first meeting with the faculty on the program and all materials necessary for its implementation. Finally, we went to the fourth school to confirm their collaboration as a

Immediately after this, we carried out a pre-assessment of all students, in their class groups, and proceeded to the implementation of the interventions. To this end, proper instructional groups, PRO and EFP were created. An expert not pertaining to the schools conducted the training for teachers and families respectively. In the case of the PRO group, the expert met with teachers on a weekly basis where the following meeting was prepared, and was also present in the classroom during most of their implementation to verify their correct application. As for the EFP group, we began with the development of parent training in which, in addition to training mothers to implement sessions with their children at home, they discussed their experiences in working cooperatively with their children. They raised the difficulties and doubts they were facing, allowing for the continuous evaluation of the appropriate application of the skills they were learning. The parent training sessions were held on school facilities during the second school term, fortnightly and lasting between 90 and 120 minutes, depending on the demands and availability of

This continuous monitoring of the process of training parents and teachers allowed us to

We also held fortnightly meetings with all faculty in the PAD group, who were asked to set homework assignments based on the comparison-contrast text fixed by the researchers. They were also asked to organize them in a portfolio for each student for their timely collection. Thus, we ensured that the children in the PAD group also performed the proposed writing practices, but also, through periodic monitoring and verification of the portfolios (for all students), it was found that all participants had completed the tasks

After the interventions we carried out an assessment of students. Then, within the following three months, we carried out a follow-up assessment to verify the stability of the

On completion of the fieldwork the expert staff carried out the correction of the assessment tests. Finally, we computerized the data for statistical analysis and obtained the results

The results presented were obtained by statistical treatment of data with the Statistical

evaluate the adequacy of the implementation of the intervention program.

control group.

mothers.

properly.

improvements.

**3. Results** 

presented in the next section.

Package for the Social Sciences (SPSS) version 18.0.


Table 5. Synthesis program for parents

commenting on aspects of interest regarding its implementation at home. Immediately afterwards we activated parents' knowledge of the content that we were going to work on during that session and then proceeded to address it through various training activities. We generally used active learning methodologies, such as analysis and reflection on real life situations, practical assumptions or empirical information. We used group techniques such as guided discussions, collaborative work among peers, practicing together and reading and analyzing documents. Also, since we sought to build behavioral skills in parents who were offered conceptual and procedural knowledge in relation to higher order cognitive processes involved in writing, providing them with useful resources and strategies was important to enable them to transmit this knowledge to their children at home. We used techniques such as role-playing, behavioral rehearsal, cognitive modeling, thinking aloud, cognitive strategies to guide the writing process, and resources and tools such as graphic organizers and mnemonic pictures.

Finally, given the need to set the practical applications of what was learnt in the home, the different ways of application in the home were discussed and analyzed (which were related to writing assignments that teachers proposed as homework).

#### **2.4 Procedure**

We initially carried out the design of the approach and of the instructional program. Following this, we planned and developed the parent training program. This program was adapted from the Families Training School format. Once designed, we selected the potential schools to participate in the research project following the process described in the participants section.

Then, in the case of the schools that declined the inclusion of families (schools 1 and 2), we proceeded to send newsletters and open registration for the training school to all parents of students in grades 5 and 6. Only thirty four mothers enrolled, of which we only considered to be participants in the EFP group those whose attendance was over 95%, resulting in a total of 26. In these same schools, twenty-five additional families showed interest in the training initiative but had difficulty attending parent training. These were included in the PAD experimental group. As for the schools that had opted for the PRO group, we held a first meeting with the faculty on the program and all materials necessary for its implementation. Finally, we went to the fourth school to confirm their collaboration as a control group.

Immediately after this, we carried out a pre-assessment of all students, in their class groups, and proceeded to the implementation of the interventions. To this end, proper instructional groups, PRO and EFP were created. An expert not pertaining to the schools conducted the training for teachers and families respectively. In the case of the PRO group, the expert met with teachers on a weekly basis where the following meeting was prepared, and was also present in the classroom during most of their implementation to verify their correct application. As for the EFP group, we began with the development of parent training in which, in addition to training mothers to implement sessions with their children at home, they discussed their experiences in working cooperatively with their children. They raised the difficulties and doubts they were facing, allowing for the continuous evaluation of the appropriate application of the skills they were learning. The parent training sessions were held on school facilities during the second school term, fortnightly and lasting between 90 and 120 minutes, depending on the demands and availability of mothers.

This continuous monitoring of the process of training parents and teachers allowed us to evaluate the adequacy of the implementation of the intervention program.

We also held fortnightly meetings with all faculty in the PAD group, who were asked to set homework assignments based on the comparison-contrast text fixed by the researchers. They were also asked to organize them in a portfolio for each student for their timely collection. Thus, we ensured that the children in the PAD group also performed the proposed writing practices, but also, through periodic monitoring and verification of the portfolios (for all students), it was found that all participants had completed the tasks properly.

After the interventions we carried out an assessment of students. Then, within the following three months, we carried out a follow-up assessment to verify the stability of the improvements.

On completion of the fieldwork the expert staff carried out the correction of the assessment tests. Finally, we computerized the data for statistical analysis and obtained the results presented in the next section.
