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Shireen Al-Adeimi – Reading Research Quarterly, 2025
While the merits of dialogic talk for supporting students' learning is well documented, the contribution of specific talk moves on learning outcomes remains less understood. This study was conducted to investigate how student-generated talk moves during whole-classroom discussions, as captured by the Low-Inference Discourse Observation tool,…
Descriptors: Persuasive Discourse, Writing (Composition), Dialogs (Language), Essays
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McCutchen, Deborah; Northey, Mary; Herrera, Becky Logan; Clark, Teixeira – Reading and Writing: An Interdisciplinary Journal, 2022
We examined effects of a 12-week, teacher-delivered, morphology-infused vocabulary intervention on writing outcomes for 4th and 5th grade U.S. students. The intervention (1) drew attention to the morphological structure of 40 Tier 2 words drawn from the Academic Word List, (2) taught morphologically related forms of those words, and (3) provided…
Descriptors: Morphology (Languages), Vocabulary Development, Writing Instruction, Writing Achievement
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Minh Châu Nguy?n; John R. Baker – International Journal of Language Education, 2023
Extensive reading (ER) provides young English language learners (YELLs) many benefits, including the sustainable development of writing (e.g., the reading-writing relationship). However, this area is underresearched. To address this, this quasi-experimental study investigated the effect of ER on YELLs' second language writing achievement using an…
Descriptors: Foreign Countries, Reading Strategies, English Language Learners, Writing Achievement
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Strong, John Z. – Reading Psychology, 2023
The purpose of this study was to investigate the effects and social validity of Read STOP Write, a text structure intervention for reading and writing, in grades four and five. In a cluster randomized trial, 11 teachers in three elementary schools were randomly assigned to deliver Read STOP Write or RARE Reading & Writing, an alternative…
Descriptors: Reading Instruction, Writing Instruction, Grade 4, Grade 5
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Achu Charles Tante – International Online Journal of Primary Education, 2024
The present study had two research questions to investigate whole-class promotion in primary school and pupils' achievement in literacy. The study adopted the cross-sectional survey research design. The target population was composed of all teachers and pupils in primary schools in Fako Division, in Cameroon, while the accessible population was…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Grade 5
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Graham, Steve; Harbaugh-Schattenkirk, Allen G.; Aitken, Angelique; Harris, Karen R.; Ng, Clarence; Ray, Amber; Wilson, John M.; Wdowin, Jeanne – Assessment in Education: Principles, Policy & Practice, 2022
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…
Descriptors: Student Motivation, Writing Instruction, Questionnaires, Test Validity
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Wilson, Joshua; Myers, Matthew C.; Potter, Andrew – Assessment in Education: Principles, Policy & Practice, 2022
We investigated the promise of a novel approach to formative writing assessment at scale that involved an automated writing evaluation (AWE) system called MI Write. Specifically, we investigated elementary teachers' perceptions and implementation of MI Write and changes in students' writing performance in three genres from Fall to Spring…
Descriptors: Writing Evaluation, Formative Evaluation, Automation, Elementary School Teachers
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Camping, April; Graham, Steve; Harris, Karen R. – Journal of Educational Psychology, 2023
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…
Descriptors: Student Motivation, Writing Achievement, Elementary School Students, English Language Learners
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Truckenmiller, Adrea; Shen, Mei; Sweet, Lake E. – Reading and Writing: An Interdisciplinary Journal, 2021
The current study explores the contributions of written vocabulary and syntax to informational writing quality in Grades 5 through 8. Various aspects of language skills (receptive to written, oral register to academic register) have differing relationships with narrative and informational writing achievement across development. In this study, we…
Descriptors: Middle School Students, Vocabulary, Syntax, Writing (Composition)
Heqiao Wang; Gary A. Troia – Grantee Submission, 2023
Student motivation to write is a pivotal factor influencing their writing achievement. However, individual motivation to write is not independent of the learning environment. It also is crucial for teachers to develop their own efficacy, knowledge, and ability in writing and writing instruction to help them utilize effective instructional methods…
Descriptors: Writing Instruction, Student Motivation, Teacher Characteristics, Writing Achievement
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Lindner, Amanda L.; Wijekumar, Kausalai; Joshi, R. Malatesha – Journal of Learning Disabilities, 2022
The depth of the English orthography makes reading and spelling in English a difficult task; particularly for English language learners (ELLs) whose first language (L1) has a shallow orthography. Mastering spelling in English is a critical component of increasing the English literacy of ELLs. This study investigated the English spelling of 569…
Descriptors: English (Second Language), Second Language Learning, Spelling, Writing Achievement
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Wood, Carla; Schatschneider, Christopher – Reading & Writing Quarterly, 2022
Purpose: The primary aims of this study were to: (1) to describe average change in the writing quality of fifth grade students from the fall and spring of the school year; (2) examine relations between linguistic features and writing quality rating; and (3) test for differential growth between groups of students who differ in linguistic and…
Descriptors: Grade 5, Elementary School Students, Writing Skills, Student Diversity
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Varier, Divya; Zumbrunn, Sharon; Conklin, Sarah; Marrs, Sarah; Stringer, J. K.; Furman, Jennifer – Educational Studies, 2021
To understand the self-regulatory strategies children used while writing, we asked 780 elementary school students in the United States, "What do you do when you get stuck in your writing?" Using an inductive approach to content analysis, we analysed their responses to an open-ended item on a survey on student motivation for patterns of…
Descriptors: Writing Instruction, Elementary School Students, Writing Strategies, Self Management
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Carla Wood; Christopher Schatschneider – Reading & Writing Quarterly, 2021
The aims of the current project were to: (a) describe lexical diversity, morphologically complex word use (MCW), and writing quality ratings of 5th-grade students with diverse language backgrounds and (b) to examine the relationship between analytical components and writing quality ratings with performance on measures of language and literacy…
Descriptors: Writing Tests, Writing Achievement, Language Skills, Grade 5
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Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa – Reading and Writing: An Interdisciplinary Journal, 2020
This study examined the relationships between writing motivation and written composition performance in Chinese among 388 Chinese children in Grades 3 to 5 in accordance with the framework of self-determination theory. Multiple regression analysis results showed that writing motivation measures (external regulation, introjected regulation,…
Descriptors: Student Motivation, Writing (Composition), Writing Achievement, Grade 3
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