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…

Purpose: We conducted a randomized control trial of an instructional program, SRSD Plus, which integrates reading for writing to inform, writing, oral language, spelling and handwriting for students in Grades 1 and 2. Method: A total of 10 teachers and their 248 students in Grade 1 (n = 121) and Grade 2 (n = 127) in the southwestern part of the US…

This study examined the contribution of three writing enabling skills (i.e., feedback perception, self-efficacy, and self-regulation) on writing performance among Hispanic students. Participants were 261 students in grades 3-5. Approximately 60% of students were Emerging Bilingual (EB) enrolled in dual language programming. Students completed…

Student motivation to write is a pivotal factor influencing their writing achievement. However, individual motivation to write is not independent of the learning environment. It also is crucial for teachers to develop their own efficacy, knowledge, and ability in writing and writing instruction to help them utilize effective instructional methods…

This quasi-experimental study aimed to assess the effects of a music and writing program on lexical spelling in Grade 2 elementary school students. A music and writing program was developed and tested in an experimental group (n = 24) comprising a Grade 2 class in a French-language elementary school in Québec (Canada). Another Grade 2 class at the…

This article reports on a qualitative secondary data analysis of a study of upper elementary students' narrative writing progress in U.S. rural schools. It compares students working online in pairs with those working alone. We explain why the intervention had some positive effects for struggling writers but few effects for skilled writers. The…

This article reports the results from a study investigating the effects of a discipline-specific reading and writing intervention (I3C/PROVE IT!) with fourth and fifth graders. Participants included 237 students with writing difficulties (WD) from an initial pool of 608 upper elementary school students in a larger study. Teachers and students were…

Researchers and practitioners have questioned whether scoring procedures used with curriculum-based measures of writing (CBM-W) capture growth in complexity of writing. We analyzed data from six independent samples to examine two potential scoring metrics for picture word CBM-W (PW), a sentence-level CBM task. Correct word sequences per response…

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…

We examined the effects of transcription instruction for students in 1st grade. We selected students in the lowest 70% of the participating schools for the study. We randomly assigned these 81 students to (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention.…

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…

We discuss a component-based, developmental view of text writing fluency, which we tested using data from children in Grades 2 and 3. "Text writing fluency" was defined as efficiency and automaticity in writing connected texts, which acts as a mediator between text generation (oral language), transcription skills, and writing quality. We…

We discuss a component-based, developmental view of text writing fluency, which we tested using data from children in Grades 2 and 3. "Text writing fluency" was defined as efficiency and automaticity in writing connected texts, which acts as a mediator between text generation (oral language), transcription skills, and writing quality. We…

In this study, we explored the potential of two forms of discussion (disciplinary vs. traditional) for 39 sixth- and seventh-grade students with or at risk for learning disabilities (LD), before writing historical arguments. Nine teachers who led small group discussions in six heterogeneous social studies classrooms implemented the intervention.…

The study examined the effects of "Process Assessment of the Learner" ("PAL"), a writing expression curriculum. The program was tested with second-grade students in a suburban-rural school district in the southeastern United States. Three sections of PAL lessons were implemented in the district as a small-group curriculum…