This study evaluated the validity of a multi-dimensional measure of motives for writing. Based on an earlier instrument and theoretical conceptualisations of writing beliefs, we developed the Writing Motivation Questionnaire (WMQ). A sample of 2,186 fourth- (558 girls; 521 boys) and fifth-grade students (546 girls; 561 boys) completed 28 writing…

The ability to write is fundamental for learning and achievement across Grades K-12, performance in the workplace, continuing education, college, personal development, and addressing social justice. The majority of our students, however, are not capable writers. We have a body of evidence-based practices (EBPs) and best practices that can make a…

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…

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…

The purpose of this research was to study the etiology of teacher knowledge about and factors that influence implementation of evidence-based reading and writing interventions at the upper elementary grade levels. Five data sources are used in this study: first, we used teacher surveys about their pre-service preparation on reading comprehension…

This meta-analysis examined if students' writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students' interaction with words or text was increased through reading or observing others read. Studies…

Despite consensus regarding critical design elements for professional development (PD), numerous PD studies have not shown anticipated effects for teachers or students. Mixed methods studies investigating when and why PD is successful are needed. The qualitative study reported here was part of a larger, mixed methods study of PD for self-regulated…

In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. The current article presents research-supported…

We designed and investigated the first set of instructional procedures we are aware of to teach 4th and 5th grade students how to write a persuasive essay following close reading of a source text. Eight boys and girls attending a diverse, low income school who were having difficulty learning to write participated in an experimental…

The impact of supplemental handwriting and spelling instruction on learning to write was examined in an experimental study with first grade students who were not acquiring these skills as rapidly as their classmates. Thirty students (16 boys, 14 girls) were randomly assigned to a handwriting and spelling instructional condition or a phonological…

Studies that specifically test the effectiveness of instructional procedures for improving the writing of young African American males who experience difficulty learning to write are almost nonexistent. Although writing intervention studies include these children, researchers rarely disaggregate their data to determine whether the writing…

A random sample of teachers in grades 3 and 4 (N = 157) from across the United States were surveyed about their use of evidence-based writing practices, preparation to teach writing, and beliefs about writing. Teachers' beliefs included their efficacy to teach writing, their orientations to teach writing, their attitude about teaching writing, and…

One hundred twenty-five primary-grade teachers randomly selected from across the United States indicated how frequently they made 20 instructional adaptations for the struggling writers in their classroom. The measure of frequency ranged from never, several times a year, monthly, weekly, several times a week, and daily. Using a 6-point Likert-type…

In this mixed methods study, qualitative, quantitative, and single-case methods were combined to provide a comprehensive investigation of teacher and student outcomes following practice-based professional development (PBPD) for self-regulated strategy development (SRSD) in writing. Qualitative observations were used to determine outcomes among the…

Students with disabilities often find writing extremely challenging (Harris & Graham, 2016). Special educators can, however, promote tremendous gains in students' ability to write by understanding common challenges students face and mastering specific teaching techniques. Students' writing success depends on reducing how much attention and…