This article examines how incorporating the Universal Design for Learning into writing instruction could improve the writing achievement of year four students in regional Victoria, Australia. The Universal Design for Learning is an instructional approach that aims to provide students with meaningful learning experiences through multiple means of…

This study explored disciplinary writing in grades 4-6 and the potential of writing to learn and learning to write across the curriculum to prepare the pupils for their future writing. Using Ivanic's discourses of writing as an analytical framework, observation protocols from 104 observers in 374 lessons in 76 Swedish schools were analyzed…

Designed as action research, this qualitative study aims to develop the informational text writing skills of gifted students through the strategies of "all about" books and "biography writing frames". The study group of the research consists of 21 gifted 4th-grade students studying in the field of general mental ability in a…

Drama has the potential to enrich and enliven established approaches to literacy learning, engaging students and expanding their possibilities for meaning-making. Drama-rich pedagogy is well-established as an effective tool in supporting language and literacy development. However, research to date has not explored the possibilities of using drama…

Little is known about students' engagement in school writing tasks and the methods that should be used by the researchers to assess this engagement. This exploratory study examines the relationship between the engagement reported by elementary school students (N = 136) in a handwriting and keyboarding activity (Likert scale questionnaire) and…

This study aimed to investigate the effects of artificial intelligence (AI)-supported visualization applications on students' writing disposition during the creative writing process. An explanatory sequential design, a type of mixed methods approach, was adopted. In the quantitative phase, a quasiexperimental design with a pretest-posttest control…

Thirty-eight fourth-through sixth-grade teachers (28 female; 10 male) in urban schools in Chile were interviewed to determine how teachers' preparation to teach writing and their knowledge of how to do so acted as facilitators and/or barriers to classroom writing instruction. Teachers overwhelmingly identified their preservice preparation as a…

Teaching linguistic aspects relevant to text construction is an essential component of any thorough writing instruction program, despite the conflicting evidence regarding its effectiveness. In this study, 889 second- and fourth-grade students were assigned to one of three conditions: Self-Regulated Development (SRSD), SRSD-connectors (SRSD-C),…

This study aims to improve the writing skills, motivation towards writing, and writing attitudes of elementary school students through educational games by eliminating the problems they encounter in the writing process. The study was designed within the scope of cooperative action research, and criterion sampling was used for the sample selection.…

This article focuses on the 2019 National Monitoring Study of Student Achievement (NMSSA) assessment of student ability in writing. It begins with an overview of the study and its results, then turns to students' use of planning strategies to support their writing. Drawing on research on the association between planning and achievement in writing,…

This study aims to determine the effect of digital stories on the creative writing skills of primary school 4th-grade students. For this purpose, a quasi-experimental research model with a pretest-posttest control group was utilized. The data were collected in the second semester of the 2018-2019 academic year in Sanliurfa, Turkey. Prior to…

The present research approaches differentiated instruction in light of metacognition and collaborative practices. The aim is to examine the contribution of a Tier 2 intervention implemented by teachers through a program entitled The Strategic Planners of Writing to the writing performance of 3rd and 4th grade students with writing difficulties.…

This study tested the effectiveness of a writing planning strategy (STOP & LIST) with four struggling students from fourth grade. A multiple-baseline design (AB) was used with baselines consisting of between five and seven daily probes. The duration of the intervention was between five and seven 25-minute sessions. A randomization procedure…

The purpose of this research study is to find out if visual literacy clues is really effective as an innovative teaching strategy in teaching short story in grade four level. This intends to the teachers as their guide and reference in teaching.

The purpose of this research is to determine the self-regulation behaviors demonstrated by the 4th grade students in the writing process within the scope of peer-assisted writing activities. The aims of this research include developing a measurement tool to identify the self-regulation behaviors exhibited by primary school students during the…