Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students' challenges throughout the writing process and personalize instruction. In the present group design study, teachers…

Student motivation to write is a pivotal factor influencing their writing achievement. However, individual motivation to write is not independent of the learning environment. It also is crucial for teachers to develop their own efficacy, knowledge, and ability in writing and writing instruction to help them utilize effective instructional methods…

This article focuses on the 2019 National Monitoring Study of Student Achievement (NMSSA) assessment of student ability in writing. It begins with an overview of the study and its results, then turns to students' use of planning strategies to support their writing. Drawing on research on the association between planning and achievement in writing,…

Due to the lack of life experience and situational experience, it is difficult to arouse pupils' inner motivation and interest in writing. Therefore, the early stage of Chinese writing may be a challenge for Chinese pupils. In order to solve this problem, a spherical video-based virtual reality (SVVR) experience learning system was developed to…

This article, based on a 2-year study of working strategically with Years 5 to 8 priority learners, concludes that what is effective writing instruction for all students is particularly effective for priority learners. It also suggests, however, that knowing your students well and making adaptations to some dimensions of effective writing…

The purpose of this research study was to evaluate iPersonalize, a gamified instructional approach developed by Fullerton School District (FSD) in California to encourage student engagement and promote achievement. An instructional approach is considered gamified when it incorporates computer game elements to augment existing classroom,…

The purpose of this research study was to evaluate iPersonalize, a gamified instructional approach developed by Fullerton School District (FSD) in California to encourage student engagement and promote achievement. An instructional approach is considered gamified when it incorporates computer game elements to augment existing classroom,…

The writing achievement of English learners (ELs) is often lower than that of other subgroups (Fry, 2007, 2008). To address this gap, a partnership was formed between university faculty and doctoral students and educators at an urban PK-8 school with a majority EL population. Using Systemic Functional Linguistics (SFL) as a guide, the team…

In Flanders, there are neither Flemish assessments nor teacher surveys to provide insights into the current practice and outcomes of writing instruction. In the present study, we provide a-state-of-the-art study of the practice of writing instruction in Flemish late elementary education by investigating: (a) how writing is taught, (b) how teachers…

Writing is a demanding, multidimensional process that is, cognitively and socially, highly complex. Success in writing is vital to success in education and in the workforce. Writing is increasingly used to demonstrate learning through schooling and has the potential to contribute toward understanding and learning in the content areas. The project…

With the increased population of English learners (ELs), educators need programs that help students access academic content while learning to understand, speak, read, and write English (Tharp, Estrada, Dalteen, & Yamaguchi 2000; Echevarria, Short & Powers, 2006). ELs come into U.S. schools needing to learn the same grade-level content as…

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…

The current study examines data from students in grades 4-8 who participated in a statewide computer-based benchmark writing assessment that featured automated essay scoring and automated feedback. We examined whether the use of automated feedback was associated with gains in writing quality across revisions to an essay, and with transfer effects…

This research involved a 14-month qualitative case study of a fourth-grade bilingual class embarking on a one-to-one netbook computer initiative. Students in this program had unlimited use of the netbooks during the school day. The main foci of the data collected were student achievement, teacher instruction, and student and teacher perceptions of…

Over the last decade, the number of one-to-one laptop programs in U.S. schools has steadily increased. Though technology advocates believe that such programs can assist student writing, there has been little systematic evidence for this claim, and even less focused on technology use by at-risk learners. This study examined the effect of daily…