The development of written expression includes transcription, text generation, and executive functions (including planning) interacting within working memory. However, executive functions are not formally measured in school-based written expression tasks, although there is an opportunity for examining students' advance planning--a key…

This study considers a contextualized approach to grammar instruction, asking: "Does embedded instruction using published authors as mentors improve grammar and usage for young writers?" Twenty-three students in one second-grade classroom participated. Students were taught grammar conventions through use of mentor texts for 45 minutes a…

This study examined the technical adequacy of Picture Word, a type of Writing Curriculum-Based Measurement, with 73 English learners (ELs) with beginning to intermediate English language proficiency in Grades 1, 2, and 3. The ELs in this study attended schools in one midwestern U.S. school district employing an English-only model of instruction…

This study examined the effect of progress monitoring frequency and scoring metric on curriculum-based measurement of written expression (CBM-WE) progress monitoring estimates. The writing progress of 116 second-grade students receiving a classwide writing fluency intervention in their general education classrooms was monitored across 13 weeks…

The purpose of this study was to investigate evidence of reliability, criterion validity, and grade-level differences of curriculum-based measures of writing (CBM-W) with 612 students in grades 1-3. Four scoring procedures (words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences) were used with…

Handwriting dysfunction can negatively impact a child's occupational performance. Data supporting handwriting interventions are limited, and a need exists for evidence-based handwriting interventions to enhance a child's functional performance and participation in meaningful occupations. This pilot study examined the relationship between the…

Literature has indicated conflicting results regarding the relationship between grasp patterns and legible handwriting. Historically, the dynamic tripod grasp was viewed as the gold standard, but more recent literature indicates that grasp may not have as much of an effect on handwriting legibility as once thought. The purpose of this study is to…

The purpose of this study was to investigate the effect of a morphological awareness intervention on the spelling and writing of second-grade (n = 16) and third-grade (n = 10) students at risk for learning disabilities. The intervention was provided for 25 min per session 4 to 5 times per week for 5 weeks. Students were randomly assigned to the…

The purpose of this study was to establish the reliability and validity of the construct map for students' conception of equivalence with special emphasis on investigating the impact of structure of equation on students' conception of equivalence. The study examined the role of structure of equations in identifying students' conception of…

The purpose of this study was to investigate consistency in spelling skills across 2 different tasks of written production (dictation vs. composition) and stability of performance across 4 different grades. We assessed 2nd, 3rd, 4th, and 5th graders' spelling performance through 4 tasks: 2 dictation tasks (passage and sentences) and 2 composition…

This study aimed to investigate how Grade 1-2 English language learners (ELLs) differ in their performance on a writing test in two test modes: paper and online. Participants were 139 ELLs in the United States. They completed three writing tasks, representing three test modes: (1) a paper in which students completed their writing using a…

Writing development seems heavily dependent upon the automatization of transcription. This study aimed to further investigate the link between transcription and writing by examining the effects of promoting handwriting and spelling skills on a comprehensive set of writing measures (viz., bursts and pauses, levels of written language, and writing…

This study examined the number of writing samples needed to obtain a reliable estimate of young struggling writers' capabilities. It further assessed if performance in one genre was reflective of performance in other genres for these children. Second- and third-grade students (81 boys, 56 girls), who were identified as struggling writers in need…

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 28 teachers' theoretical orientations to writing instruction and self-reported instructional practices and student writing performance. First-, second-, and third-grade teachers completed the Teacher Writing Orientation Scale developed by Graham, Harris, MacArthur, and Fink (2002) and reported the frequency…