In this research, we developed and empirically tested a dialogic writing intervention, an integrated language approach in which grade 5/6 students learn how to write, talk about their writing with peers, and rewrite. The effectiveness of this intervention was experimentally tested in ten classes from eight schools, using a pretest-posttest control…

Spelling difficulties are commonly associated primarily with spelling errors. However, it is not uncommon for spelling challenges to transform the whole writing process into a formidable struggle. This paper delves into the exploration of whether and to what extent analyses of children's writing processes can enhance our understanding of their…

This study aimed to establish (a) whether teaching students revision skills provides benefit over and above teaching strategies for setting explicit goals for the communicative effect of their text, and (b) whether teaching students to adopt specific revision strategies provides benefits over revision instruction that focusses on increasing…

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…

A sample of 1049 Norwegian teachers in grades 1-3 were surveyed about how they taught writing as well as their preparation and efficacy to do so. Although there was moderate variability in their response to survey items, most teachers provided students with a multi-faceted writing program. Teachers indicated students typically spent 20 min a day…

Accumulating evidence indicates handwriting automaticity is related to the development of effective writing skills. The present study examined the levels of handwriting automaticity of Australian children at the end of kindergarten and the amount and type of writing instruction they experienced before entering first grade. The current study…

The assessment of argumentative writing generally includes analyses of the specific linguistic and rhetorical features contained in the individual essays produced by students. However, researchers have recently proposed that an individual's ability to flexibly adapt the linguistic properties of their writing may more accurately capture their…

In this study of third grade school children, we investigated the association between writing process measures recorded with key stroke logging and the final written product. Moreover, we examined the cognitive predictors of writing process and product measures. Analyses of key strokes showed that while most children spontaneously made local…

To date there have been no systematic studies examining the ways in which teachers in England focus and adapt their teaching of writing. The current study addresses this gap by investigating the nature and frequency of teachers' approaches to the teaching of writing in a sample of English primary schools, using the "simple view of…

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"…

This mixed method investigation included a quasi-experiment examining if revision instruction enhanced the substantive revising behavior of 15 English language learner (ELL) and multilingual 10th grade students enrolled in an English class for underperforming students in comparison to 14 non-ELL and multilingual students from the same class who…

Opportunities to read and analyze others' writing or to observe readers as they analyze writing might enhance one's own sense of audience and improve one's own writing. This mixed-methods study investigated whether reader and observer activities in comparison to writing practice activities affected fifth-grade students' persuasive writing and…

This study investigated the relationship between components of working memory (WM) and the macrostructure (e.g., planning, writing, and revision) and microstructure (e.g., grammar, punctuation) of writing. A battery of WM and writing measures were administered to 160 high-school students. Overall, hierarchical regression analyses showed that the…