To help all students meet the writing expectations of the Common Core State Standards, researchers need a deeper understanding of the characteristics of struggling writers. The purpose of this study was to explore the writing profiles of students including those who have or are at risk for writing disabilities. First-grade students (N = 391) were…

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…

In order to help all students meet the writing expectations of the Common Core State Standards (National Governors Association Center for Best Practices, 2010), researchers need a deeper understanding of the characteristics of struggling writers. The purpose of this study was to explore the profiles of students who may have or be at risk for…

Computers have become an important piece of technology in classrooms for implementing academic interventions. Often, students' responses to these interventions are used to help make important educational decisions. Therefore, it is important to consider the effect of these interventions across multiple contexts. For example, previous research has…

It is established that transcription skills (handwriting and spelling) constrain children's writing. Yet, little is known about the mechanism underlying this relationship. This study examined the mediating role of bursts and pauses on the link between transcription skills and writing fluency or text quality. For that, 174 second graders did the…

In this 1-year longitudinal study, the authors explored the development of narrative skills between the oral and written form. The authors aimed to assess the predictive power of textual narrative competence on early narrative text-writing skills taking into account the impact of spelling ability. Eighty children ("M" age = 5.3 years,…

Background: The spontaneous recoding of visual stimuli into a phonological code to aid short-term retention has been associated with progress in learning to read (Palmer, 2000b). Aim: This study examined whether there was a comparable association with the development of writing skills. Sample: One hundred eight children (64 males) in the second…

The present study investigates differences in the word-reading process between individuals reading in a deep (unpointed Hebrew) and a shallow orthography (Turkish). The participants were 120 students evenly and randomly recruited from three levels of education (primary = 3rd-4th graders; middle = 6th-7th graders; high = 9th-10th graders). The…