This study examines the impact of the College, Career, and Community Writers Program (C3WP) on upper-elementary students' first draft writing quality, addressing the challenges teachers face in providing timely and effective feedback on extensive student writing, particularly in spelling, grammar, mechanics, and cohesion. The hypothesis posits…

The principal aim of strategy-focused instruction is to teach students strategies to control their writing processes and achieve quality writing. For this purpose, nine 4th grade Elementary School classes from three different schools (N = 215) were randomly allocated to two forms of strategy-focused program called cognitive self-regulation…

The improvement of writing skills is one of the aims of the educational system. The present study implemented strategy-focused instruction through the Cognitive Self-Regulation Instruction (CSRI) program which included three instructional components: Direct Teaching, Modelling, and Peer-Practice. The aim was to explore the short- and long-term…

The purpose of this study is to analyse how vocabulary depth develops in the early years of primary school and to ascertain the effect it has on the quality of the texts produced by the students. A total of 332 Spanish students from the first to fourth grades participated by doing a synonyms/antonyms task to evaluate their vocabulary depth, along…

According to the RAND model framework, reading comprehension test performance is influenced by readers' reading skills or reader characteristics, test properties, and their interactions. However, little empirical research has systematically compared the impacts of reader characteristics, test properties, and reader-test interactions across…

The 2018 NAEP Oral Reading Fluency (ORF) study is conducted by NCES to examine fourth-grade students' ability to read passages out loud with sufficient speed, accuracy, and expression, as well as foundational skills to gauge underlying sources of poor fluency. Oral reading fluency and foundational skills are important components of reading that…

Background: Cohesion refers to the linguistic elements of discourse that contribute to its continuity and is an important element to consider as part of written language intervention, especially in children with language learning disabilities (LLD). There is substantial evidence that children with LLD perform more poorly than typically developing…

Despite a seemingly fragmented interactional context, teachers and students in classrooms routinely manage to co-construct coherent, inter-related, and individually adapted learning trajectories distributed over days and weeks. The aim of this article is to explore with what interactional resources progressivity is accomplished in learning…

This report presents findings from a follow-up exploratory study of the development of writing ability in an attempt to identify key component skills and competencies for elementary school literacy learners, grades 2nd, 4th and 6th. The first evaluation consisted in scoring first draft narrative texts for coherence, the second, an assessment of…

This qualitative study had the objective of analyzing the influence of graphic organizers on the development of written argumentative tasks in a group of sixth-grade Colombian L2 English learners. Learners are increasingly required to analyze information presented in languages other than their first critically to form reasoned opinions and solve…

Coherence as one of the criteria for textuality is the main element of a well-produced text. In the literature, there are many studies on the classification of coherence relations. Although there are different classifications on coherence relations, similar findings are reported regarding the acquisition order of coherence relations in different…

How does teacher-guided whole-class interaction contribute to expanding students' potential for making and exchanging mathematical meanings? We address this question through an interpretative analysis of a whole-group conversation in a sixth grade class taught by an experienced teacher in a school in Southern Argentina. The extended interaction…

In this study the authors investigated the effects of integrating iPad applications into writing instruction for fifth grade students. By comparing the writing of students taught with paper and pencil methods with that of students utilizing the iPad writing applications, two research questions guided the study: (1) Are there differences in student…

This mixed methods study combining a single-subject experimental design with an embedded case study focuses on the impact of a visual treatment on the handwritten and typed output of a struggling male writer during his 5th through 7th grades who has undergone a longitudinal remedial phase of two and a half years creating text-only material as well…