ERIC Number: ED583823
Record Type: Non-Journal
Publication Date: 2012-Jun
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-
EISSN: N/A
Available Date: N/A
Writing Intervention for Spanish-Speaking English Language Learners: A Review of Research. EBP Briefs. Volume 7, Issue 2
Brea-Spahn, María R.; Davison, Megan Dunn
EBP Briefs (Evidence-based Practice Briefs)
Clinical Question: Would Spanish-speaking ELL students who struggle to learn to write (P) benefit more from a writing intervention that addresses cognitive (executive function) and social well-being (motivation, peer inclusion) (I), or writing intervention strategies that address written language text macrostructure or microstructure only (C), as shown by significant changes in macro- and microstructural components in students' written compositions (O)? Method: Review. Study Sources: ERIC, PsychARTICLES, PsychINFO, Education Research Complete, ASHA.org, JSTOR, Elementary School Journal, Reading Teacher, American Educational Research Journal. Search terms: ESL, ELL, Spanish-English learners, emerging bilinguals, Spanish speakers, ESOL, intervention, instruction, strategies, planning, revising, organizing, writing, text composition, expository, narrative writing, vocabulary, syntax, morphology, self-regulation, executive functioning. Number of Included Studies: 3. Primary Results: (1) Explicit instruction of the writing process, including linguistic features of writing (syntactic, semantic, and orthographic) and revision strategies, appears to be beneficial for ELLs; (2) When writing is viewed as a social process or provided in a group setting where peer review or peer responses are included, ELLs significantly increased in their written language outcomes, including topic development, organization, meaning, sentence construction, and mechanics. Conclusions: (1) There is limited evidence on using writing strategies to improve ELLs written language outcomes; therefore, there is a great need for further investigations on writing strategies that address cognitive, linguistic, and self-regulatory skills in ELLs; and (2) Using self-regulated strategy development instruction, combining explicit instruction, self-review, and peer models may be beneficial for addressing the writing abilities in ELLs.
Descriptors: Writing Instruction, Intervention, Spanish, Native Speakers, English Language Learners, Evidence Based Practice, Speech Language Pathology, Writing Difficulties, Executive Function, Student Motivation, Writing Strategies, Text Structure, Writing (Composition), Writing Processes, Revision (Written Composition), Syntax, Semantics, Orthographic Symbols, Peer Evaluation, Writing Evaluation, Instructional Effectiveness
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Publication Type: Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Pearson
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