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Direct linkBrea-Spahn, María R.; Davison, Megan Dunn – EBP Briefs (Evidence-based Practice Briefs), 2012
Clinical Question: Would Spanish-speaking ELL students who struggle to learn to write (P) benefit more from a writing intervention that addresses cognitive (executive function) and social well-being (motivation, peer inclusion) (I), or writing intervention strategies that address written language text macrostructure or microstructure only (C), as…
Descriptors: Writing Instruction, Intervention, Spanish, Native Speakers
