This study examined the intrinsic, extrinsic, and self-regulatory motives for writing and writing achievement of three groups of third- to fifth-grade students in an urban school district: (a) 189 emergent bilingual students receiving services for English language development (ELD); (b) 374 reclassified bilingual students who had exited ELD…

One hundred forty-one teachers in grades 3-8 indicated how frequently they made 24 writing instructional adaptations for students with disabilities. They also rated the acceptability of each of the 24 adaptations on three dimensions: effectiveness, effort needed to implement, and implementation knowledge. Teachers reported making 16 different…

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…

A random sample of 782 grades 1 through 3 Chinese language arts teachers in Taiwan were surveyed about how they taught writing and their beliefs about writing. The underlying dimensions of teachers' reported writing practices and beliefs were established through factor analyses. Thirty-seven percent of the teachers reported they taught writing…

There is a growing body of research showing that writers are influenced by motivation-related aspects. This study documents the translation process of the Portuguese version of the Writing Motivation Questionnaire and the construction of two scales to measure self-efficacy for handwriting and story writing. The psychometric properties of these…

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…

A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students' writing and written language compared to a business-as-usual condition (treatment group N = 41, comparison group N = 22). A total of 18 hours of instruction was provided for each of two…

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…

A random sample of 482 teachers in grades 3 through 8 from across the United States were surveyed about (a) their perceptions of the version of the Common Core writing and language standards adopted by their state and their state's writing assessment, (b) their preparation to teach writing, and (c) their self-efficacy beliefs for teaching writing.…

This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports targeting academic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all…

Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive…

This study examined whether attitude toward writing is a unique and separable construct from attitude toward reading for young beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). We individually administered to each child a 24-item attitude measure that contained…

In this randomized controlled study, 20 second- and third-grade teachers participated in practice-based professional development in strategies instruction in either story or opinion essay writing, using the Self-Regulated Strategies Development (SRSD) instructional model. These teachers worked in schools collaborating with a local university to…

This study tested three models of the structural relationship between the writing achievement of primary grade students and their attitude towards writing (defined here as an affective disposition involving how the act of writing makes the author feel, ranging from happy to unhappy). The three models tested were: (a) writing attitude influences…