The current best evidence meta-analysis reanalyzed the data from a meta-analysis by Graham et al. (J Educ Psychol 115:1004-1027, 2023). This meta-analysis and the prior one examined if teaching writing improved the writing of students in Grades 6 to 12, examining effects from writing intervention studies employing experimental and…

The current two studies examined the effects of an instructional unit on synthesis writing for 9th grade students on holistic text quality. Because students' writing routines have been shown to affect the effectiveness of writing instruction, we designed a unit that aimed to be equally effective for all writers, regardless of their routines. On…

In the last decade, researchers have focused more on how to provide instructional supports for mathematics writing (Powell et al., 2017). In this synthesis, we examined 22 studies about mathematics writing to determine the overall mathematics-writing and mathematics outcomes of mathematics-writing instruction, the mathematics-writing and…

Orthographic knowledge of alphabet-letters is thought to mediate accurate motor execution of letter-writing. This study examined the effectiveness of a handwriting program for early non-proficient writers which integrated instruction of factual, procedural, and spatial information to develop orthographic knowledge of alphabet-letters, for the…

The purpose of this study was to compare the effectiveness of two types of historical problem-solving instruction with advanced urban high school students' (N = 231) ability to reason with and contextualize historical evidence. Contextualization is a critical heuristic in the process of disciplinary thinking among historians. Yet, prior research…

The purpose of the study was to examine the feasibility and effectiveness of a distant-professional development model that supported the implementation of genre-based strategy instruction for procedural writing on second grade teachers' fidelity of implementation and students' writing quality. Participants were 84 s graders and four teachers who…

This study aimed to establish (a) whether teaching students revision skills provides benefit over and above teaching strategies for setting explicit goals for the communicative effect of their text, and (b) whether teaching students to adopt specific revision strategies provides benefits over revision instruction that focusses on increasing…

Expository writing may be especially difficult for elementary grade students due to lack of background knowledge and unfamiliar text structures. A text structure writing intervention aimed at teaching students to write informational text using text structures has been shown to have promise for improving the informational text writing of upper…

This study examined the impact of content revising goals on the revising behavior and story writing performance of fourth grade students at-risk for writing difficulties. Twenty-two students (11 boys, 11 girls) were randomly assigned to either a content revising or general revising goal condition. In the content revising goal condition, students…

Children who struggle with writing are a heterogeneous group and may experience difficulties in a range of domains, including spelling, reading, and oral language. These difficulties are reflected in their writing and may influence their responsiveness to writing interventions. The effectiveness of a targeted sentence-combining intervention to…

Text generation--the mental translation of ideas into language at word, sentence, and discourse levels--involves oral language abilities. However, oral language skills are rarely a target of writing interventions. We ran an intervention to improve fifth and 10th graders' written production through the development of oral sentence generation…

As writing is a complex and resource demanding task, high-quality writing instruction is indispensable from primary grades on to support beginning writers in developing effective writing skills. Writing research should therefore provide teachers and schools with evidence-based guidelines for teaching writing in daily practice. In this respect, the…

In Study 1, the treatment group (N = 33 first graders, M = 6 years 10 months, 16 girls) received Slingerland multi-modal (auditory, visual, tactile, motor through hand, and motor through mouth) manuscript (unjoined) handwriting instruction embedded in systematic spelling, reading, and composing lessons; and the control group (N = 16 first graders,…

Learning to use grapheme to phoneme correspondences (GPCs) provides a powerful mechanism for the foundation of reading skills in children. However, for some children, such as those with Developmental Language Disorder (DLD), the GPC learning process takes time, is laborious, and impacts the entire reading and spelling processes. The present study…

We report a multiple-baseline single-case study, based in the response to intervention framework, evaluating transcription-only and transcription-and-planning interventions for young, struggling writers. In a baseline phase, 8 classes of Spanish children at the start of their first year of primary (elementary) education completed short, probe…