This study examined the effectiveness of Self-Regulated Strategy Development (SRSD) to improve students' ability to write expository essays after reading social studies text. Third-grade general education teachers (N = 14) were randomly assigned by clusters to SRSD or a business as usual control condition. One hundred and eighty consented students…

A random sample of 782 grades 1 through 3 Chinese language arts teachers in Taiwan were surveyed about how they taught writing and their beliefs about writing. The underlying dimensions of teachers' reported writing practices and beliefs were established through factor analyses. Thirty-seven percent of the teachers reported they taught writing…

A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students' writing and written language compared to a business-as-usual condition (treatment group N = 41, comparison group N = 22). A total of 18 hours of instruction was provided for each of two…

A random sample of teachers in grades 3 and 4 (N = 157) from across the United States were surveyed about their use of evidence-based writing practices, preparation to teach writing, and beliefs about writing. Teachers' beliefs included their efficacy to teach writing, their orientations to teach writing, their attitude about teaching writing, and…

To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers…

In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to…

In the present study, participants were 127 3rd-grade students, to 64 of whom (33 boys, 31 girls) the authors taught a general strategy and a genre-specific strategy for planning and writing stories; procedures for regulating the use of these strategies, the writing process, and their writing behaviors; and knowledge about the basic purpose and…

Third graders with low compositional fluency were randomly assigned to four time-equated treatments in an instructional experiment: spelling, composing, combined spelling plus composing, and treated control. All treatments increased compositional fluency. Results are related to the simple view of writing that integrates diverse theoretical…