Evidence supports a link between handwriting and aspects of literacy, including both reading and writing. Most evidence, however, pertains to children from grade one and above, once foundation skills known to support emerging literacy have been established. The purpose of this systematic review is to synthesise the extant literature concerning…

This paper explores the literature on AWE feedback, particularly its perceived impact on enhancing EFL student writing proficiency. Prior research highlighted the contribution of AWE in fostering learner autonomy and alleviating teacher workloads, with a substantial focus on student engagement with AWE feedback. This review strives to illuminate…

In this review, we examine studies of writing self-efficacy conducted with postsecondary students published between 1984 and 2021. We aimed to inventory the methodological choices, writing contexts, and types of pedagogies explored in studies of writing self-efficacy with postsecondary students, and summarize the practical implications noted…

Twenty-three single-subject studies aimed at improving the writing achievement of students identified as having a learning disability were analyzed meta-analytically. The effect size phi was used to compare the writing strategies. The dependent measures used to assess the efficacy of the interventions were also coded and reviewed. Results suggest…

We reviewed literature on the school-related writing of students in English-dominant settings whose native languages were other than English to identify 2 kinds of difference: (a) among language minority (LM) students differing in oral English proficiency and (b) between LM and native English-speaking students. Sixteen studies met selection…

Given the significance of questioning as a high-level cognitive strategy in language teaching and learning in the literature on TEFL as well as in education in general, this study sought to make a systematic review of research studies conducted in the span of the last three decades on the issue of questioning across different disciplines with a…

Catalyzed academic concerns have been shown so far to tackle the issue of temporal lobe epileptic hypergraphia and the extent of its creativity. Temporal lobe epilepsy hence, (TLE) as a neurological brain disorder, has captured the attention of concerned scholars ever since. A constellation of TLE and its cohorts have baffled scientists,…

Essay tests are widely used to assess ESL/EFL learners' writing abilities for instructional, administrative, and research purposes. Relevant literature was searched to identify 70 empirical studies on ESL/EFL essay tests. The majority of these studies examined task, essay, and rater effects on essay rating and scores. Less attention has been given…

Reviews research analyzing nature of typical elementary-age children's difficulties with revision process. Notes that studies in which children review prepared texts containing embedded errors have revealed that children tend to overestimate their own and others' comprehension of text, and thus, they do not identify specific areas of text that…

This introductory article discusses the difficulties many children with learning disabilities have in text production skills and how these difficulties affect not only how they write but also the pace and course of their writing development. The influence of spelling miscues on perceptions of writing ability is also addressed. (CR)

Suggests that many "writing disabilities" derive from too little time allocated to writing instruction or from instruction inadequately designed for learning needs of students. Reviews characteristics of students with learning disabilities. Recommendations are given for effectively teaching writing to a broad range of students. Discusses…

In this paper, the role of computers in writing process was investigated. Last 25 years of journals were searched to find related articles. Articles and books were classified under prewriting, composing, and revising and editing headings. The review results showed that computers can make writers' job easy in the writing process. In addition,…

Reviews approximately 15 years of exploration of children's emergent writing and the transition into conventional writing, covering the period from infancy through first grade. Illustrates a progression from descriptions of children's proficiencies to collaborations between classroom- and university-based educators that are aimed at increasing…

Reviews literature comparing traditional manuscript alphabets to slanted manuscript alphabets and finds insufficient evidence to support requiring kindergarten, first-, and second-grade children to learn the slanted manuscript alphabet. Notes that since many children enter school knowing how to form their letters in the traditional style, learning…

This article considers differences between good and poor spellers and concludes individual differences in spelling ability are the result of differences in the knowledge of sound-spelling information rather than differences in visual memory abilities. Poor spellers may rely more on visual strategies, but this is due to limited phonological…