Introduction: Writing is a tool for constructing and modifying knowledge. However, it is not easy to evaluate spontaneous writing tasks. In the present study, we selected and analysed a series of quality indicators to assess spontaneous or productive writing, examining the level of difficulty of the indicators and the relationship between the…

In eight Title I classrooms 32 first grade students were observed as they completed reading and writing assignments without continuous teacher supervision. Observations focused on the students' immediate responses, such as attention, performance on the assignment, and reported understanding of the task. Two working hypotheses are presented about…