Writing has a significant role in students' academic and lifelong learning. Therefore, educators constantly seek novel ways to develop students' writing skills. This study aims to examine the effect of digital storytelling on secondary school students' creative writing skills and writing self-efficacy. The participants were 15 6th grade students…

The aim of this study was to explore how "Narrative Theatre," a narrative-centered digital learning environment, supported the writing processes of 3 struggling adolescent male writers. We utilized a multicase study approach to capture 3 sixth-grade participants' experiences with the digital learning environment before, during, and after…

This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction,…

Following professional development, 4 teachers implemented instructional lessons designed to improve the written expression of 6th- and 7th-grade struggling writers in inclusive, self-contained, and co-taught classrooms. A multiple-baseline study investigated the effects of a computer-based graphic organizer (CBGO) with embedded self-regulated…

Individual writing and collaborative writing skills are important for academic success, yet are poorly taught in K-12 classrooms. This study examines how sixth-grade students (n = 257) taught by two teachers used Google Docs to write and exchange feedback. We used longitudinal growth models to analyze a large number of student writing samples…

"Fable Writer" is an online reading, writing and research tool designed to facilitate synchronous, collaborative writing tool that enables learners to read and copy text and images from teacher-curated books and Web-based resources in the "Fable Reader" digital library. The "Fable Writer" project addressed two…

This study investigated effects of background music on writing performance of nine 6th grade students with learning disabilities at one suburban public elementary school in the mid-Atlantic region of the United States. A single-subject A-B-A design was utilized, and results from graded writing prompts with and without background music over 21…

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…

In this quasi-experimental design study, I investigated the impact of a current summer literacy approach on writing performance and writer self-perception of urban Housing Authority children. In addition, current campers and former CampUs Scholarship recipients provided feedback about personal experiences as well as shared the potential impact of…

The aim of this research is to search the effect of the cluster method on the creative writing skill of 6th grade students. In this paper, the students of 6-A, studying at Ulas Primary School in 2010-2011 academic year, were divided into two groups as experiment and control. Taking into consideration the various variants, pre-test and last-test…

We compared 56 eighth-grade students who, 28 months previously, had received instruction in strategies for planning and revising their writing, with 21 students of similar academic ability from the same school who had not experienced the intervention. Both groups wrote an expository essay whilst logging their writing activities and completed…

This action research project describes a program to increase the basic writing ability and improve the attitude of sixth grade students. The targeted classroom was located in a unit district 45 miles northwest of a large metropolitan area. The district's population consists of a large amount of minority students and low-income families. Evidence…

A study determined if cross-age pairing of first-grade and sixth-grade students would have an effect on writing achievement. For 6 weeks, one group of beginning first-grade writers was paired with more able sixth-grade developing writers, while another group of beginning first-grade writers and sixth-grade developing writers was not cross-age…

A study investigated the effects of strategy instruction on the reading and writing abilities of sixth-grade middle-school students with delayed literacy. An experimental group of 10 sixth-grade, English-speaking inner-city students in the midwestern United States was matched on race, gender, and reading comprehension test scores with 10…