This descriptive study examined differences in children's text production as a function of the advanced planning strategies they used. A sample of 117 third-grade children engaged in independent advanced planning and then composed a compare-and-contrast essay both before and after receiving a six-week text production fluency intervention. Analyses…

We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as…

We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as…

Students in K-12 settings experience poor writing outcomes, with less than 30% of students writing at the proficient level. Coupled with the pressure to improve academic outcomes with limited resources, schools are in dire need of efficient, universally provided instructional activities that promote writing skills. Performance feedback on writing…

The authors explored the impact of a novel, interactive performing arts-based program on students' writing skills. The program featured the Story Pirates, a group that teaches children how to write stories and then turns their stories into a musical sketch comedy show. Written stories from the third-grade students in an elementary school were…

This study examined whether 2 evidence-based intervention strategies resulted in maintenance and generalization of writing fluency gains. In this study, 115 third-grade students were randomly assigned to a performance feedback intervention condition, a goal setting intervention condition, or a control condition. Neither intervention strategy…

Dual-language learner (DLL) children typically learn to write while still learning English, with vocabulary appearing to be a particularly vulnerable domain. This study investigates how a reduced English lexicon impacts English writing in DLL children. Participants were 100 Spanish-speaking DLLs and 100 of their monolingual classmates in first…

We had 3 aims in the present study: (a) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum-based measurement [CBM] writing scoring), (b) to investigate unique language and cognitive predictors of the identified dimensions, and (c) to examine gender gap in the…

The purpose of this study was to address the utility of curriculum-based measurements of written expression (CBM-W) for predicting writing growth longitudinally and address the extent to which CBM-W relate to other academic and behavior measures. CBM-W has been shown to be an appropriate and useful method for assessing and monitoring writing skill…

We had 3 aims in the present study: (a) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum-based measurement [CBM] writing scoring), (b) to investigate unique language and cognitive predictors of the identified dimensions, and (c) to examine gender gap in the…

"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…

This article offers a critical appraisal of some of the Rose Report's recommendations for the primary English curriculum. It is divided into two parts. The first discusses the strengths and weaknesses of the recommendations whilst raising questions about their potential to bring about urgently needed curriculum renewal. The second is a reflective…

The purpose of this yearlong study was to understand the complexities of the writing process and to specifically attend to progressions in textual development with first-grade writers. The inquiry focused for a macroview on all the children during writing workshop and for a microview on six case studies that displayed the range of literacy…