Motivational variables, such as writing self-efficacy and writing attitudes, are not emphasized in writing frameworks for developing writers. The purpose of this research study was to extend the research literature on elementary-aged students' writing development by examining the potential mediational role of writing self-efficacy and writing…

Developmental Coordination Disorder (DCD) and Attention Deficit Hyperactivity Disorder (ADHD) often co-occur and are associated with specific learning difficulties. Robust prevalence estimations do not yet exist. We studied how symptoms of DCD and/or ADHD are related to difficulties in reading, writing, and mathematics. Using the data from a large…

The following study was developed to investigate the development of writing skills in second and third grade students. The recent emphasis on writing, specifically writing in multiple genres, made in the Common Core State Standards (CCSS, 2010) has increased the need to further understand how students write. The NAEP (2002) reports that…

Cognitive and linguistic components related to spelling and writing in English as a second language (ESL) and native-English speaking (EL1) third graders were examined. ESL and EL1 children performed similarly on rapid naming, phonological awareness (PA), verbal short-term and working memory, reading fluency, single-word spelling, text spelling,…

"Fable Writer" is an online reading, writing and research tool designed to facilitate synchronous, collaborative writing tool that enables learners to read and copy text and images from teacher-curated books and Web-based resources in the "Fable Reader" digital library. The "Fable Writer" project addressed two…

Students with emotional and/or behavioral disabilities (E/BD), including students with emotional disturbance and attention deficit hyperactivity disorder, receiving special education services perform significantly worse on academic performance measures than same age peers. Researchers have focused on reading and math performance while less is…

This article describes a model of literacy development as reflected in students' spelling. The model, based on research that identified five stages of word knowledge, explains the development of this knowledge in readers and writers, and provides a framework for elementary-grade instruction that is intended to: (1) address grade-level expectations…

This study examined the student-level and instruction-level predictors of narrative writing fluency and quality. Participants included 120 third-grade students from 13 classrooms. Student predictors included measures of reading, handwriting, spelling, IQ, grammatical understanding, and gender. Instructional predictors focused on the amount of time…