The current two studies examined the effects of an instructional unit on synthesis writing for 9th grade students on holistic text quality. Because students' writing routines have been shown to affect the effectiveness of writing instruction, we designed a unit that aimed to be equally effective for all writers, regardless of their routines. On…

The primary goal of the present study was to examine the relationship between academic buoyancy, academic emotions, and self-regulated learning (SRL) writing strategies in the second or foreign language (L2) writing context. Particularly, we aimed to investigate whether the relationships between writing buoyancy and SRL writing strategies…

Composing narrative text is complex, requiring development of knowledge of genre specific and general writing knowledge, and the ability to sequence and convey real or imagined experiences, reactions, and an effective ending. Teachers, however, typically do not receive adequate professional learning needed for effective instruction in narrative…

The principal aim of strategy-focused instruction is to teach students strategies to control their writing processes and achieve quality writing. For this purpose, nine 4th grade Elementary School classes from three different schools (N = 215) were randomly allocated to two forms of strategy-focused program called cognitive self-regulation…

This study examined the effectiveness of Self-Regulated Strategy Development (SRSD) to improve students' ability to write expository essays after reading social studies text. Third-grade general education teachers (N = 14) were randomly assigned by clusters to SRSD or a business as usual control condition. One hundred and eighty consented students…

Informational text writing is a complex task requiring multiple literacy skills, such as reading and comprehending source material, identifying important information, and transforming ideas to meet the goals for the new writing task. The "Structures Writing" intervention was developed to improve the informational text writing skills of…

Despite the poor outcomes for U.S. students on national writing tests, overall research on how to teach writing is sparse, and this scarcity is more pronounced in the early years of beginning to write. In this study 81,200 we present preliminary findings from Year 1 of a 3-year Institute of Education Sciences-funded Goal 2 project aimed at…

Learning how to write is a challenging process, typically developed in schools. Teachers' practices in teaching writing, however, have been under researched. The aim of this study was to survey a sample of teachers from Portugal (n = 96) and Brazil (n = 99) about their practices for and perceptions about writing instruction. Teachers reported on…

We report a multiple-baseline single-case study, based in the response to intervention framework, evaluating transcription-only and transcription-and-planning interventions for young, struggling writers. In a baseline phase, 8 classes of Spanish children at the start of their first year of primary (elementary) education completed short, probe…

Writing allows access to venues often limited by poverty, disabilities, and geography. Promoting writing skills can create bridges to overcome the isolation that often keeps communities from engaging with one another. However, most of the students in the nation's schools are not capable writers and find the persuasive genres challenging. In this…

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…

Students' writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth…

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…

The effects of self-regulated strategy development revising instruction for college students that targeted the use of argumentation schemes and critical questions were assessed in three conditions. In the first condition, students were taught to revise their essays by asking and answering critical questions about the "argument from consequences"…

To examine the importance of manual character writing to reading in a new writing system, 48 adult Chinese-as-a-foreign-language students were taught characters in either a character writing-to-read or an alphabet typing-to-read condition, and engaged in corresponding handwriting or typing training for five consecutive days. Prior knowledge of…