Views about what writing is and how it should be taught have varied over the years as well as across contexts. Studies of curricula, teaching materials, and teaching practices have shown a strong focus on skills, genres, and processes, but few have asked teachers about their perspectives on writing. In this article we explore what views, or…

This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction,…