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Elaine R. Silliman; Ruth H. Bahr; Robin L. Danzak; Maria Rosa Brea-Spahn – Topics in Language Disorders, 2024
One aim of this article is to shift mindsets from the traditional identification of written language abilities that are "missing" in students with specific learning disabilities (SLDs) to writing assessment as the discovery of more complex language strengths foundational to success across disciplines. The multiple language-levels (MLL)…
Descriptors: Learning Disabilities, Writing Evaluation, Writing Ability, Writing Instruction
Ilhan Polat; Hakan Dedeoglu – Reading & Writing Quarterly, 2024
Choosing a writing topic poses a particularly serious challenge for young learners. Topic selection affects all other steps of the writing process. Therefore, the writing topic should be related to a subject that the student knows about, is interested in, and can produce content on. Basing writing on students' immediate environment and experiences…
Descriptors: Writing (Composition), Writing Skills, Narration, Writing Assignments
Sean J. Smith; Amber Rowland; K. Alisa Lowrey – TEACHING Exceptional Children, 2023
Middle school learners with disabilities, particularly learning disabilities, struggle with organizing their thoughts, expressing their ideas, spelling, the use of content vocabulary, the mechanics of writing, fluency, and overall, the primary elements of written expression (Graham et al., 2015). While writing complicates learning for students…
Descriptors: Middle School Students, Students with Disabilities, Learning Disabilities, Writing Instruction
Arifani, Yudhi – International Journal of Web-Based Learning and Teaching Technologies, 2022
This paper investigates EFL learners' cohesion with small group writing activities compared to individual flipped instruction model through WhatsApp with individual writing activities. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two…
Descriptors: Writing Instruction, Flipped Classroom, Social Media, Writing Assignments
Greene Nolan, Hillary; Vang, Mai Chou – Digital Promise, 2023
Providing feedback to students in a sustainable way represents a perennial challenge for secondary teachers of writing. Employing artificial intelligence (AI) tools to give students personalized and immediate feedback holds great promise. Project Topeka offered middle school teachers pre-curated teaching materials, foundational texts and videos,…
Descriptors: Middle School Students, Grade 7, Grade 8, Predictor Variables
Xuan, Winfred Wenhui; Zhang, Dongbing – Australian Review of Applied Linguistics, 2023
The present study examines the ways Chinese high school EFL learners organize information in their writing. A class of 50 students at grade 9 from a local high school in Guangzhou, China, were recruited as participants. The students' writing at grade 9 was collected as a corpus, comprising ten writing tasks from different text types. In order to…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods
Watson, Ashley Renee – ProQuest LLC, 2019
This study looks at a student writing culture in a fifth grade English language arts classroom through the lens of Foucauldian power dynamics to examine the power relationships in the classroom and curriculum. The research questions were: (1) What is the nature of a writing culture in a fifth-grade writing classroom?; (2) What are students'…
Descriptors: Grade 5, Classroom Environment, Writing Instruction, Power Structure
Graham, Steve; Harris, Karen R.; Fishman, Evan; Houston, Julia; Wijekumar, Kausalai; Lei, Pui-Wa; Ray, Amber B. – Elementary School Journal, 2019
This study tested whether writing skills, knowledge, motivation, and strategic behaviors (within the context of robust writing instruction) each made a statistically unique contribution to predicting fifth-grade students' (123 girls, 104 boys) composition quality and length on a persuasive writing task involving source material, after variance due…
Descriptors: Writing Skills, Knowledge Level, Student Motivation, Student Behavior
Wang, Elaine Lin; Matsumura, Lindsay Clare – Reading and Writing: An Interdisciplinary Journal, 2019
Writing analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however, is generally weak, with variation in the rigor of the writing tasks teachers assign. Previous research suggests that teachers' beliefs about instruction significantly…
Descriptors: Writing Skills, Writing (Composition), Elementary School Teachers, Grade 4
Grysko, Rebeca A.; Zygouris-Coe, Vassiliki I. – Reading Teacher, 2020
The elementary grades provide a rich context for literacy and science learning. Reading, writing, and talk support students' conceptual understanding of and engagement with science. The authors provide theoretical and research evidence to support the teaching of five instructional strategies that can facilitate literacy and science learning in…
Descriptors: Literacy Education, Teaching Methods, Science Instruction, Elementary School Students
Ignacio, Peter L.; McCurdy, Merilee; White, Jada; Auge, Madeline B.; Skinner, Christopher H.; Schwartz-Micheaux, Janet – Psychology in the Schools, 2019
Enhancing rates of accurate, active, academic responding can enhance learning. Both temporal manipulations (i.e., reducing time to work on assignments) and providing multiple distributed temporal cues (MDTC), sometimes referred to as explicit timing, have been shown to enhance rates of accurate mathematics responding. The current study was…
Descriptors: Middle School Students, Writing (Composition), Cues, Learning Processes
Lesley, Mellinee; Beach, Whitney; Ghasemi, Ehsan; Duru, Henry – Reading & Writing Quarterly, 2021
This study was a yearlong investigation over writing instruction with one class of ninth grade students in an urban, "underperforming" high school. Using qualitative methods with embedded quantitative features, findings revealed students benefited little from the writing instruction they received. In fact, most students showed virtually…
Descriptors: Writing Instruction, Grade 9, Urban Schools, Low Achievement
Evmenova, Anya S.; Regan, Kelley; Ahn, Soo Y.; Good, Kevin – Learning Disabilities: A Contemporary Journal, 2020
Various technology-based interventions exist to support writing for students with learning disabilities (LD). However, it is not enough to simply provide access to technology. How it is implemented by teachers may affect student outcomes. In this study, three special education teachers used a technology-based graphic organizer (TBGO) with embedded…
Descriptors: Teaching Methods, Educational Technology, Technology Uses in Education, Writing Instruction
Dunn, Michael; Zajic, Matthew C.; Berninger, Virginia – International Journal of School & Educational Psychology, 2021
Dysgraphia, a specific learning disability, impairs legible and automatic letter production by hand, which can interfere with written composing. The goal of the current study was not to investigate effective methods for teaching self-regulated writing to students with dysgraphia, but rather to investigate their self that is involved in their…
Descriptors: Learning Disabilities, Writing Skills, Writing Instruction, Grade 4
But We Don't Got Nothing: Countering Rural Brain Drain by Forging Authentic Connections through Text
Erin Donovan – English Journal, 2017
This article, based on a study in a sixth-grade middle school classroom in the rural southern United States, details a writing project that questions the nature of text and how text might positively affect students' perceptions as they become change agents for their communities.
Descriptors: Brain Drain, Grade 6, Middle Schools, Writing Assignments