The COVID-19 pandemic and the move by governments worldwide to cancel in-class instruction and move to emergency remote instruction in March and April of 2020 created an unprecedented disruption in children's education. As the COVID-19 pandemic took form and continued to impact education in the following 2020/2021 academic year, multiple concerns…

Motives for writing is a new research area in the field of writing motivation. Recent studies have identified important motives for students' writing. Adding to this nascent foundation, the current study examined relationships between writing motives, writing self-efficacy and time spent on writing using a sample of grade 4 Chinese students in…

The COVID-19 pandemic disrupted education around the world, resulting in the implementation of different forms of remote instruction. The present study provided a description of one interesting and unique approach to providing such instruction by analyzing 144 language arts lessons designed and implemented by 61 distinguished and experienced…

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…

Within the context of the Direct and Indirect Effects Model of Writing (Kim & Park, 2019), we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated: (1) whether…

Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association between handwriting fluency and writing quality. We tested whether handwriting fluency made a statistically unique…

The current study examined how Chinese characters were taught by primary grade teachers in Macao during online instruction resulting from the COVID-19 pandemic (i.e., emergency remote instruction). A random sample of 313 first to third grade teachers in public and private schools were surveyed about their instructional practices. Most teachers…

Translating ideas into acceptable sentence is an essential writing production process. Limited sentence construction skills can hinder young writers from expressing ideas as intended or creating sentences that are comprehensible to their audiences. This may also limit other writing production processes, as young writers must devote considerable…

In language arts programs in the Greater China Region, textbooks are the primary materials used to teach children to read and write. Learning to read and write in Chinese is particularly challenging because elementary grade students are expected to learn, recognize, and write thousands of characters (the basic linguistic unit in Chinese).…

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…

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…

Within the context of the Direct and Indirect Effects Model of Writing (Kim & Park, 2019), we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated (a) whether…

Two hundred fifty-four intermediate-grade teachers (88% female) in urban public schools in Chile indicated how frequently they made writing instructional adaptations for their weakest writers, which included students with learning and other disabilities. A majority of teachers reported making the following adaptations for their weakest writers at…

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…

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…