Preservice teachers' (PSTs) writing attitudes have been well formed through countless positive and negative interactions by the time they enter higher education. The present study examined 17 PSTs' beliefs about teaching writing, confidence levels, and plans for future instruction, before and after a semester-long language arts methods course.…

The effect of writing strategy instruction on three middle school students' narrative writing performance in actual classrooms was investigated. The results indicated that the writing strategy instruction improved writing performance of students with and without disabilities, as well as students who were English language learners when provided…

In the present study, a quasi-experimental pre-post test design was used to assess the effects of an argumentative writing strategy (POW+TREE) on the performance of grade five and six students of Greek origin who were learning English as a foreign language (EFL) in a Greek setting. The Self-Regulated Strategy Development (SRSD) cognitive…

The purpose of this study was to design and develop a theory-based summary writing online tool, named Summary Writing-Pal (SW-PAL), to assist English as a second language students in improving their summary writing. It also evaluates the effectiveness of SW-PAL in enhancing the students' summary writing performance and examines their perceptions…

Research to guide text structure interventions for the primary grades is very limited, yet as early as in kindergarten, many state standards increasingly emphasize exposure to challenging expository texts. The purpose of the present study was to provide preliminary evidence of the feasibility and promise (or the effects) of three brief text…

The study is a qualitative case study that investigated the patterns of interactions among ESL students during their online interactions to complete their narrative essays. The study found that students were engaged in interactions related to language related assistance, using partner as a resource and providing encouragement as suggested by…

In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention…

Strategic Reading and Writing (SRW) is a reading and writing intervention course available to sixth- through tenth-grade students in the Houston Independent School District (HISD) who did not meet Grade Level standards on the State of Texas Assessments of Academic Readiness (STAAR) grades 3-8 reading the previous school year or who fell below the…

In this study, the authors tested the effects of Tekster [Texter], a comprehensive strategy-focused writing instruction program, using a switching replication design with three measurement occassions. The program was implemented by fourth, fifth, and sixth grade teachers (N = 76) in 60 general education classrooms in the Netherlands. Students (n =…

The four-week university-sponsored summer Computer-based Writing (CBW) Program directed by the head of a special education initial teacher licensure program gave teaching interns opportunities to work with young struggling writers in a supervised clinical setting to address keyboarding skills, writing conventions and knowledge and application of…

In this meta-analysis, the impact of writing interventions on the quality of writing produced by students with learning disabilities (LD) was assessed. Ancestral and electronic searches were used to locate experimental, quasi-experimental, and within-subjects design studies with participants in Grades 1-12 with documented LD. The effects of…

Proficiency in writing increases opportunities in higher education, employment, and social relationships. Many students in the United States, however, are struggling writers. In particular, the writing performance of students with disabilities in secondary grades continues to lag behind grade level peers. The purpose of this article was to review…

Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school. However, there are few research studies investigating what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at risk for E/BD is…

This article proposes a novel approach to the investigation of student academic writing. It applies theories of metacognition and self-regulated learning to understand how beginning academic writers develop the ability to participate in the communicative practices of academic written communication and develop rhetorical consciousness. The study…

This study aimed at developing some writing skills for second year secondary stage students through the direct teacher feedback strategy. Hence, the problem of the study was stated in the following statement: "The students at Al Azhar secondary schools are not good at writing. As a result their writing skills are weak." They need to be…