Document Type
Article
Journal/Book Title/Conference
Education Sciences
Author ORCID Identifier
Qi Si https://orcid.org/0000-0001-7314-9031
Tracey Hodges https://orcid.org/0000-0002-7490-8711
Volume
15
Issue
8
Publisher
MDPI AG
Publication Date
8-19-2025
Journal Article Version
Version of Record
First Page
1
Last Page
20
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Abstract
Reading and writing in the 21st century have evolved from traditional text-based formats to multimodal literacy, integrating linguistic, visual, auditory, and spatial modes to enhance communication and comprehension. While multimodal reading has been widely studied, multimodal writing remains underexplored, despite its growing importance in K–12 education across disciplines. Multimodal composing demands advanced self-regulation as students navigate multiple digital tools and platforms. Self-regulated learning strategies, particularly the self-regulated strategy developmental model, offer a promising approach to support students in planning, monitoring, and revising multimodal compositions. However, a comprehensive framework linking self-regulation and multimodal composition is lacking. This article addresses this gap by synthesizing findings from two studies—one in preservice teacher education and another in a first-grade classroom—along with existing research to propose a self-regulated multimodal composing framework. This framework aims to guide educators in fostering students' autonomy and competence in multimodal composing. By integrating self-regulation strategies with multimodal composition processes, the SRMC framework provides actionable insights for instructional practices, helping teachers support diverse learners in today's digitally mediated classrooms. The article discusses implications for pedagogy and future research, advocating for greater emphasis on self-regulated multimodal composing in literary education.
Recommended Citation
Si, Q., Hodges, T. S., & Mousavi, V. (2025). Designing Writers: A Self-Regulated Approach to Multimodal Composition in Teacher Preparation and Early Grades. Education Sciences, 15(8), 1059. https://doi.org/10.3390/educsci15081059