This meta-analysis examined if students' writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students' interaction with words or text was increased through reading or observing others read. Studies…

In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. The current article presents research-supported…

Lexical bundles are worthy of attention in both teaching and testing writing as they function as basic building blocks of discourse. This corpus-based study focuses on the rated writing responses to the email tasks in the Canadian English Language Proficiency Index Program® General test (CELPIP-General) and explores the extent to which lexical…

Boosters are an important metadiscourse device for writers because it creates an emphatic impression in the reader. In addition, the competence of metadiscourse devices such as boosters is crucial in having native-fluency in academic writing. Therefore, this avoidance of using boosters may spawn foreignness in non-native writers' academic texts.…

Theories of writing development posit several component skills as necessary to the writing process. This meta-analysis synthesizes the literature on the correlation between these proposed component skills and writing outcomes. Specifically, in this study, we examine the bivariate relationships between handwriting fluency, spelling, reading, and…

Theories of writing development posit several component skills as necessary to the writing process. This meta-analysis synthesizes the literature on the correlation between these proposed component skills and writing outcomes. Specifically, this study examines the bivariate relationship of handwriting fluency, spelling, reading, and oral language…

We conducted a systematic review of the evidence related to online instruction in writing for students with special needs with the purpose of determining whether the existing literature can provide a research base and responding to special education researchers' concerns about students with disabilities receiving instruction online. We identified…

Many students with disabilities have written language production deficits. As a result, these students are failing to meet the demands of government-initiated standards, higher education, and employment. In this review, quantitative experimental intervention studies for improving persuasive, narrative, and expository compositions for adolescents,…

This research project undertook a review and synthesis of previous research on the effectiveness of feedback for individual writing development. The work plan was divided into two main phases. First, we surveyed all available studies that have investigated the effectiveness of writing feedback, including both quantitative and qualitative research,…

Traces the development of studies of writing related to teaching and learning that have appeared in "Research in the Teaching of English" (RTE) between 1966 and 1986. Finds that RTE has served to both maintain the dominant paradigm and act as a forum for calls to pursue other research approaches. (JAD)