In this meta-analysis, we examined whether children identified with reading difficulties (RD) evidence writing difficulties. We included studies comparing children with RD with (a) typically developing peers matched on age (k = 87 studies) and (b) typically developing younger peers with similar reading capabilities (k = 24 studies). Children…

This meta-analysis examined if students' writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students' interaction with words or text was increased through reading or observing others read. Studies…

Reading and writing are critical to students' success in and outside of school. Because they draw on common sources of knowledge and cognitive processes, involve meaning making, and can be used conjointly to accomplish important learning goals, it is often recommended that reading and writing should be taught together. This meta-analysis tested…

In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. The current article presents research-supported…

To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers…

Self-regulated strategy development (SRSD) is an evidence-based intervention for use with students with emotional and behavioral disorders (EBD). To date, there are nine studies investigating SRSD in alternative education settings, including self-contained day and residential schools, with 113 students with EBD in grades 3 through 12. A brief…

In an effort to identify effective instructional practices for teaching writing to elementary grade students, we conducted a meta-analysis of the writing intervention literature, focusing our efforts on true and quasi-experiments. We located 115 documents that included the statistics for computing an effect size (ES). We calculated an average…

A methodological analysis of 22 comparative and descriptive studies of locus of control among students with learning disabilities identified serious deficiencies regarding participant selection and description and concerns regarding the use and nature of locus-of-control measures. The analysis concluded that available data do not support the…