The purpose of this study was to follow-up primary-grades teachers who had participated in experimental studies on genre-based strategy instruction to examine whether they continued to teach the strategies they learned, and how they adapted them. Participants were three primary grades' teachers who participated in interviews and shared…

Teaching linguistic aspects relevant to text construction is an essential component of any thorough writing instruction program, despite the conflicting evidence regarding its effectiveness. In this study, 889 second- and fourth-grade students were assigned to one of three conditions: Self-Regulated Development (SRSD), SRSD-connectors (SRSD-C),…

There is a strong body of research showing associations between handwriting automaticity and children's writing performance. However, less is known about keyboarding automaticity and young students' writing performance. We investigated the relationship between handwriting and keyboarding automaticity and writing performance in both modalities in a…

Nine 2nd- and 3rd-grade English learners with and without disabilities received instruction on opinion essays using the self-regulated strategy development (SRSD) model of instruction. A special education teacher/researcher implemented the intervention with high fidelity 5 days a week for 25 min per session. We used a single-subject multiple-probe…

This paper presents the results of a predicative analysis led on comparison and problem-solution texts produced by pupils of the second and third grades of primary school following a set of reading and writing instructional activities. The production of those texts is of a special challenge to the young writers because of the cognitive and…

Research suggests that experts and beginners use qualitatively different writing processes when given the same text to write. Throughout their writing, experts tend to create a network of executive, structural, and content problems that they continually refine and coordinate as they bring the text to fruition. Novices, in contrast, tend to focus…

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…

Targeted specifically to K-2 classrooms, the 25 Response-to-Intervention (RTI) strategies in this book are research-based and perfect for teachers who want to expand their toolbox of classroom interventions that work! Contents include: (1) Listening Strategies--Help students focus and understand; (2) Reading Strategies--Help students comprehend…

We examined the extent to which strategies instruction, using the Self-Regulated Strategy Development (SRSD) model, would enhance the writing, engagement during writing, and behavior of 44 second-grade students identified as having behavioral and writing difficulties. This study occurred within a comprehensive, integrated, three-tiered model of…

Traditionally, assessing student writing ability has often been product-focused. Advocates of child-centered process-oriented classrooms, however, suggest that teachers should also focus on understanding children's writing behaviors in the context of meaningful communicative tasks. In such an approach, writing conferences are one way in which…

This practical resource provides 40 research-based, classroom tested, and developmentally appropriate minilessons for kindergarten through grade 3--presented in the context of authentic writing experiences. Teachers can use these lessons to teach students how to: (1) Generate and organize ideas before writing, and then turn their prewriting ideas…

Learning to write is a complex process that depends on mastering a variety of processes and skills, including how to plan compositions and regulate writing behavior. One approach that has been used successfully to teach both good and poor writers such processes is Self-Regulated Strategy Development (SRSD). With SRSD, students are taught…

In this replication study, supplemental writing instruction in strategic planning was used to improve the story writing ability of young writers with learning disabilities (LD) and poor writing skills. Six 2nd-grade students with learning disabilities who experienced difficulty with story writing were taught a strategy for planning and writing…

This article presents a comprehensive model of daily, classroom informal writing assessment that is constantly linked to instruction and the characteristics of proficient writers. Methods for promoting teacher, student, and parent collaboration and their roles in dialoguing, conferencing, and reflection are discussed. Strategies for including…

Lucie, a Grade Two classroom teacher, and Kate, a university professor, engaged in an action research study that linked a trait-based writing instruction approach with a genre-focused instruction approach. To capture the experience, fieldnote observations, interviews and samples of students' work were collected. Lucie recognized the need to…