Forty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their self-efficacy to teach writing, attitude toward writing, and epistemological beliefs about writing. These teachers from fifteen different states in the United…

The limited research available on writing in Grade 1 led to the development and implementation of an intervention for students who were performing below expectations. Ten students participated in a writing intervention for 11-13 weeks. A multiple baseline design across three units of instruction was focused on (a) paragraph structure, (b) sentence…

"Sustainable WAC: A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs" (Cox, Galin, & Melzer, 2018a) lays out a systematic whole systems approach to program development that draws on complexity theories and integrates the use of sustainability indicators (SIs) for monitoring and assessing…

As multimodal writing continues to shift and expand in the era of Big Data, writing studies must confront the new challenges and possibilities emerging from data mining, data visualization, and data-driven arguments. Often collected under the broad banner of "data literacy," students' experiences of data visualization and data-driven…

The number of English language learners (ELLs) mainstreamed into regular classrooms continues to increase. Curricular writing standards required by the Common Core State Standards require students to write essays analytically in response to text(s). Many English Language Arts (ELA) teachers may worry about effectively delivering essay writing…