Students with high-functioning autism spectrum disorder (HFASD) may have difficulties with writing despite average or above-average intellectual ability. We designed an intervention strategy (Draw, Sentence, Detail, Check) to improve the ability of an 8-year-old with HFASD to write elaborated sentences in response to written prompts. We…

In this study, we sought to determine the effectiveness of a sentence creation intervention on the sentence writing ability of a young writer with Noonan Syndrome. Noonan syndrome is an autosomal dominant condition characterized by shortness in stature, with neck and ear anomalies, hypertelorism, ptosis of the eyelids, low set ears, and instances…

This replication study examined the effects of a planning and self-regulation strategy on the story writing abilities of young children with autism spectrum disorders (ASD). Three second graders with ASD were taught a strategy for planning and writing a story using the self-regulated strategy development (SRSD) approach. After learning the…

A quasi-experimental study examined some effects of cross-age tutoring on fourth grade tutors' and second grade tutees' ability to spell accurately and correct errors on their own rough drafts. Half of the participating tutors were trained in tutoring skills; half were not. All participants were given pre- and post-assessments. On dictated writing…

We investigated the relationship between Chichewa (L1) and English (L2) literacies in Malawi. Through our use of hierarchical linear modeling, we found that cross-language literacy transfer between Chichewa and English did occur, but that the pattern and the strength of the relationships varied depending on the literacy domain (i.e., reading or…

The authors conducted two studies as part of a federally funded project to improve the writing performance of students identified as at risk for behavioral difficulties and struggling with writing. One study focused on improving persuasive writing abilities, whereas the second study focused on improving story writing abilities. Many of the…

This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports targeting academic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all…

This study examined student perspectives about writing by interviewing both typically developing and struggling writers in Grades 2 through 8. The findings revealed a progressive developmental pattern of writing knowledge in which novice writers place more emphasis on the physical product and local meaning, while more experienced writers focus on…

This study explored, with both experimental and correlational designs, the roles of (a) authentic, communicatively functional reading and writing and (b) the explicit explanation of genre function and features on growth in genre-specific reading and writing abilities of children in grades two and three. The genres used for this exploration were…

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…

A study compared writing scores and attitudes of second grade students in a traditional writing classroom and a writing process classroom. Subjects, 25 second-grade students in a writing process classroom and 26 students in a traditional classroom from the same rural school, were instructed in their respective classrooms for 6 months. Most…

Explores what second-grade students learned about reading, writing, and literature through a year-long program of strategy instruction integrated within a literature-based environment. Reveals that students grew in overall instructional reading level, coming to view reading as a natural component of the school day; developed skill in word…