This qualitative research study examined the concepts of authorship exhibited by twelve selected good readers and writers in grades six and eight. Data were collected during pre-writing session interviews, five hour-long writing sessions, and post-composition interviews, and from written compositions and questionnaires. The following conclusions were drawn from the study. School and home reading programs that emphasized children's literature selections and regular and wide-ranged reading practices directly influenced the subjects' writing behaviors and concepts of authorship. In addition, those students who performed strongest as authors were those who found time to write privately at home or in a home-like situation. Revision occurred in traditional ways, such as movement or deletion of text, but also appeared to be related to the subjects' personal writing styles, such as verbalization, mental outlining, or reading the text out loud. Both grade levels exhibited individual writing development through integration of experiences, knowledge, and physical and social maturation. For these young writers, the key factor in perceived authorship was whether a writer had an interest in and enjoyed writing.

This study investigated whether students can be taught to use self-regulated strategies.