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Download full textMaynard, Chanelle; Young, Chase – Texas Journal of Literacy Education, 2022
The quasi-experimental study utilized an interrupted time-series design to examine the effect of 20 third graders' writing achievement as a result of a trait-based instructional approach to writing. The primary researcher provided writing professional development on traits-based instructional and assessment for a third-grade team. One of those…
Descriptors: Scoring Rubrics, Writing Achievement, Grade 3, Elementary School Students
