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Peer reviewedDavis, Alan; And Others – Journal of Educational Psychology, 1994
The effect of extended text writing on the writing proficiency of urban elementary school students was investigated with 39 fourth- and fifth-grade classrooms. Both quality of writing and use of writing conventions was better for students with extended writing practice, a result consistent for minority and European American students. (SLD)
Descriptors: Anglo Americans, Elementary Education, Elementary School Students, Grade 4
