During the COVID pandemic, two virtual classes of Grade 1 students learned to write personal narratives in a Response to Intervention framework. Classroom teachers delivered Tier 1 Self-Regulated Strategy Development (SRSD) in personal narrative writing to 67% of students. A research associate provided Tier 2 SRSD instruction in personal narrative…

Early writing is a critical factor in children's literacy development and academic success. This study observed and analyzed videos from twenty-eight teachers working in prekindergarten, kindergarten, and first-grade classrooms in under-resourced schools. The coding process focused on categorizing the type (language- and code-based) and demand…

This study examined whether attitude toward writing is a unique and separable construct from attitude toward reading for young beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). We individually administered to each child a 24-item attitude measure that contained…

This study examined student perspectives about writing by interviewing both typically developing and struggling writers in Grades 2 through 8. The findings revealed a progressive developmental pattern of writing knowledge in which novice writers place more emphasis on the physical product and local meaning, while more experienced writers focus on…

The increasing demand for improved student performance in the context of significant time constraints places considerable stress on educators and administrators to develop innovative strategies that promote literacy acquisition. This article describes the procedures and outlines the evaluative data for Reading Their Way, a literacy acquisition…