The effect of self-regulated strategy development model on improving gifted students' story writing skills

The aim of this study is to examine the effect of the Self-Regulatory Strategy Development Model on the improvement of story writing skills of students diagnosed as gifted and attending the third and fourth grades of primary school. In the research, multiple probe design across participants, which is a single-case study model, has been used. The participants of the current study were three students attending the Science and Art Center. During the research process, the benefitted scale and measurement instrument were the Scale for Evaluating Story Elements for determining the adequacy of the elements in the stories written by the participants; 6+1 Analytic Scoring Guide for assessing the quality of participants' stories; Word Document Word Count Processor for counting the number of words in the participants' stories; TSCorpus Word Processor for evaluating vocabulary knowledge; and stopwatch for measuring time. Social validity data were collected from the participants and their families before and after the research with a subjective evaluation approach. After the research, it was determined that there was an increase in the story element number, quality, number of words and writing times of the stories written by the participants, and a decrease in the vocabulary coefficients. In addition, it was observed that the participants retained the skills they acquired two and five weeks after the application ended and they generalized the skill of writing to their memoirs. At the end of the research, positive opinions were taken from the participants and their parents regarding the application. Keywords: gifted students, writing strategies, self-regulation, self-regulated learning, self-regulated strategy development