This meta-analysis examined if students writing about content material in science, social studies, and mathematics facilitated learning. Studies in this review were conducted with students in Grades 1 to 12 in which the writing-to-learn activity was part of instruction. As predicted, writing about content reliably enhanced learning (effect size = 0.30). It was equally effective at improving learning in science, social studies, and mathematics as well as the learning of elementary, middle, and high school students. Writing-to-learn effects were not moderated by the features of writing activities, instruction, or assessment. Furthermore, variability in obtained effects were not related to features of study quality. Directions for future research and implications for practice are provided.
The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis
Steve Graham, Sharlene A. Kiuhara, and Meade MacKay. The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis. March 2020. Review of Educational Research 90 (2), pages 179-226. https://doi.org/10.3102/0034654320914744
Improving Kindergarten Students’ Writing Outcomes Using Peer-Assisted Strategies
Cynthia S. Puranik, Yaacov Petscher, Stephanie Al Otaiba, and Christopher J. Lemons. Improving Kindergarten Students’ Writing Outcomes Using Peer-Assisted Strategies. The Elementary School Journal, Volume 118, Number 4, June 2018.
This study looked at the feasibility of teacher implementation of peer-assisted writing strategies (PAWS) in improving the writing outcomes of kindergarten children. Results indicated that the content, length, and formatting of the lessons were adequate for the teachers to deliver the lessons with fidelity. Students enjoyed PAWS, as reflected in the end-of-the-year surveys. Statistically significant differences between the experimental and control classrooms were noted for punctuation and sentence writing quality. In addition, preliminary results with our small sample size suggest that differences in writing performance between the PAWS and control classrooms were moderated by school type. In the medium-performing schools, differences between pre- and posttest scores were statistically significant for alphabet-writing fluency, punctuation, and sentence and essay curriculum-based writing measures, with effect sizes ranging from 0.69 to 1.96.
The Right Tool for the Job: Improving Reading and Writing in the Classroom
Melody Arabo, Jonathan Budd, Shannon Garrison, and Tabitha Pacheco (March 2017). The Right Tool for the Job Improving Reading and Writing in the Classroom. Washington, DC: The Thomas Fordham Institute.
This report presents in-depth reviews of nine promising online reading and writing tools for ELA classrooms. Overall, reviewers found these new resources mostly reflect the instructional shifts called for by Common Core (such as including a balance of text types and text-dependent questions for reading and writing). They also lauded the innovative nature and usefulness of text sets as instructional tools, as well as online resources’ student assessment and data reporting capabilities. However, our reviewers cite a lack of information regarding accessibility and accommodations for students with learning disabilities.
Designing an Assistive Learning Aid for Writing Acquisition: A Challenge for Children with Dyslexia
Latif, Seemab; Tariq, Rabbia; Latif, Rabia. Designing an Assistive Learning Aid for Writing Acquisition: A Challenge for Children with Dyslexia. Studies in health technology and informatics, 2015 Vol. 217, pp. 180-8.
This article highlights the benefits of using the modern mobile technology features in providing a learning platform for young dyslexic writers. An android-based application is designed and implemented to encourage the learning process and to help dyslexic children improve their fundamental handwriting skill. In addition, a handwriting learning algorithm based on concepts of machine learning is designed and implemented to decide the learning content, evaluate the learning performance, display the performance results, and record the learning growth to show the strengths and weaknesses of a dyslexic child. The results of the evaluation provided by the participants revealed that application has potential benefits to foster the learning process and help children with dyslexia by improving their foundational writing skills.
Young Children's Knowledge of the Symbolic Nature of Writing
Treiman, R., Hompluem, L., Gordon, J., Decker, K. and Markson, L. (2016), Young Children's Knowledge of the Symbolic Nature of Writing. Child Development. doi: 10.1111/cdev.12478.
This research study shows that even before learning their ABCs, youngsters start to recognize that a written word symbolizes language in a way a drawing doesn't — a developmental step on the path to reading. Two experiments with one hundred and fourteen 3- to 5-year-old children examined whether children understand that a printed word represents a specific spoken word and that it differs in this way from a drawing. When an experimenter read a word to children and then a puppet used a different but related label for it, such as “dog” for the word ‹puppy›, children often stated the puppet's label was incorrect. In an analogous task with drawings, children were more likely to state that the puppet was correct in using an alternative label. The results suggest that even young children who cannot yet read have some understanding that a written word stands for a specific linguistic unit in a way that a drawing does not.
Research-Based Writing Practices and the and the Common Core: Meta-analysis and Meta-synthesis
Graham, S., Harris, K.R., & Santangelo, T. (2015). Research-Based Writing Practices and the and the Common Core: Meta-analysis and Meta-synthesis. Elementary School Journal, 115(4), 498-522.
In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. This article presents research-supported practices that can be used to meet CCSS writing objectives in kindergarten to grade 8. Researchers identified these practices by conducting a new meta-analysis of writing intervention studies, which included true and quasi-experiments, as well as single-subject design studies. In addition, they conducted a meta-synthesis of qualitative studies examining the practices of exceptional literacy teachers. Studies in 20 previous reviews served as the data source for these analyses. The recommended practices derived from these analyses are presented within a framework that takes into account both the social contextual and cognitive/motivational nature of writing.
A Written Language Intervention for At-Risk Second Grade Students
Hooper, S. R., Costa, L. C., McBee, M., Anderson, K. L., Yerby, D. C., Childress, A., & Knuth, S. B. (2013). A written language intervention for at-risk second grade students: A randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RtI) model. Annals of Dyslexia, 66(1), 44–64.
The study examined the effects of Process Assessment of the Learner (PAL), a writing expression curriculum. The program was tested with second grade students in a suburban–rural school district in the southeastern United States. Three sections of PAL lessons were implemented in the district as a small-group curriculum supplement — Talking Letters, Spelling, and Handwriting and Composition. The study found that the average written expression skills of the PAL intervention group were higher than those of the comparison group at the beginning of third grade. However, a review of the findings by What Works Clearinghouse did not confirm that the observed effect of the PAL intervention on growth in written expression skills was statistically significant.
Teaching Elementary School Students to Be Effective Writers
This practice guide provides four recommendations for improving elementary students' writing. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, literacy coaches, and other educators who want to improve the writing of their elementary students.
Writing Instruction for Students With Autism Spectrum Disorders
Historically, learners with autism spectrum disorders (ASD) have not had access to the general education curriculum. Current legislation mandates that all children, including children with ASD, have access to and make progress in the general education curriculum. This article contains a review of the literature on writing instruction for children with ASD. Investigation yielded 15 studies with 29 participants with ASD ages 4 to 21 years. Based on the studies reviewed, we concluded that students with ASD benefit from explicit writing instruction, but more research is needed to establish an evidence-based set of practices to guide educators in the development of effective writing programs for this population of students. Strategies that are particularly promising and suggestions for future research are given.
Informing Writing: The Benefits of Formative Assessment
Graham, S., Harris, K., and Hebert, M. Informing writing: the benefits of formative assessment (2011). Vanderbilt University and the Carnegie Corporation of New York.
Writing to Read: Evidence for How Writing Can Improve Reading
Graham, S., and Hebert, M.A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education.
This report published by the Alliance for Excellent Education finds that while reading and writing are closely connected, writing is an often-overlooked tool for improving reading skills and content learning. Writing to Read identifies three core instructional practices that have been shown to be effective in improving student reading: having students write about the content-area texts they have read; teaching students the writing skills and processes that go into creating text; and increasing the amount of writing students do.
Teaching Young Students Strategies for Planning and Drafting Stories: The Impact of Self-Regulated Strategy Development
Procedural Facilitators and Cognitive Strategies:Tools for Unraveling the Mysteries of Comprehension and the Writing Process, and for Providing Meaningful Access to the General Curriculum
Baker, S., Gersten, R., & Scanlon, D. (2002). Procedural Facilitators and Cognitive Strategies: Tools for Unraveling the Mysteries of Comprehension and the Writing Process, and for Providing Meaningful Access to the General Curriculum. Learning Disabilities Research and Practice, 17, 65-77.
A solid, emerging research base exists to inform how we provide meaningful access to the general education curriculum for students with learning disabilities. For example, the presentation of challenging content to academically diverse learners can be demystified using content enhancement techniques. Additionally, a range of strategies can be taught to enhance reading comprehension and expressive writing abilities. Examples from several lines of research in comprehension and writing are used to highlight the underlying features of these empirically based approaches and to introduce the reader to the history of this expanding body of research.
Writer's Workshop, Graphic Organizers, and Six-Trait Assessment: A Winning Writing Strategy Combo
James, L., Abbott, M., & Greenwood, C. R. (2001). Writer's workshop, graphic organizers, and six-trait assessment: A winning writing strategy combo. Teaching Exceptional Children, 33 (3), 30-37.
Adam is a 9-year-old fourthgrade boy from a low-income, two-parent home who receives special education services in the areas of speech/language and learning disabilities. He is withdrawn and quiet, typically speaking only when asked a question. Adam had little confidence in his overall academic ability and was leery of writing. At the beginning of his fourth-grade year, Adam scored at first grade, fifth month on the Individual Reading Inventory (Aoki et al., 1997); and his writing pretest was only five words long. During the writing workshop described in this article, Adam made substantial gains in all areas of the writing assessment. His posttest writing contained 54 words and showed marked improvement in content and form. His learning was no longer stagnant, but progressive and enthusiastic. In addition, the teacher and other staff members noticed a change in Adam’s demeanor. He initiated conversations; took a more active role in the larger classroom setting; and, for the first time, even made jokes. Adam continued to prosper academically and socially the following year. The writing workshop and its combination of strategies seemed to be the most beneficial of a number of alternatives the teachers had tried to facilitate Adam’s academic and social growth.
Reconceptualizing Spelling Development and Instruction
Templeton, S., & Morris, D. (2001, October). Reconceptualizing spelling development and instruction. Reading Online, 5(3). Available: http://www.readingonline.org/articles/handbook/templeton/index.html.
Over the years, researchers' thinking about "spelling" has evolved. Once seen simply as a tool for writing, it's now acknowledged that spelling offers perhaps the best window on what an individual knows about words. Learn how spelling has been reconceptualized, and the implications for spelling instruction.
What's In a Name? Children's Name Writing and Literacy Acquisition
Bloodgood, J. (1999). What's in a name? Children's name writing and literacy acquisition. Reading Research Quarterly, 34, 342-367.
Literacy development among a group of preschool and kindergarten children was examined through changes in the form, function, and perception of their written names. Sixty-seven 3-, 4-, and 5-year-olds, their teachers, instructional aides, and six case-study parents participated in a yearlong qualitative and quantitative study. Literacy skills were assessed in the fall and spring; instructional methods, classroom interactions, and student writing efforts were observed. Preschool and kindergarten teachers and instructional aides as well as the parents of six case-study children responded to interviews and participated in informal discussions of children's early literacy growth.
Literacy Instruction in Nine First-Grade Classrooms: Teacher Characteristics and Student Achievement
Wharton-McDonald, R., Pressley, M., & Hampston, J.M. (1998). Literacy instruction in nine first-grade classrooms: Teacher characteristics and student achievement. The Elementary School Journal, 99, 101-128.
Classroom observations and in-depth interviews were used to study 9 first-grade teachers from 4 districts who had been nominated by language arts coordinators as outstanding or typical in their ability to help students develop literacy skills. Based on observational measures of student reading and writing achievement and student engagement, 3 groups of teachers emerged from the original 9. The following practices and beliefs distinguished the instruction of the 3 teachers (2 nominated as outstanding, 1 as typical) whose students demonstrated the highest levels on these measures: (a) coherent and thorough integration of skills with high-quality reading and writing experiences, (b) a high density of instruction (integration of multiple goals in a single lesson), (c) extensive use of scaffolding, (d) encouragement of student self-regulation, (e) a thorough integration of reading and writing activities, (f) high expectations for all students, (g) masterful classroom management, and (h) an awareness of their practices and the goals underlying them. Teaching practices observed in 7 of the 9 classrooms are also discussed. The data reported here highlight the complexity of primary literacy instruction and support the conclusion that effective primary-level literacy instruction is a balanced integration of high-quality reading and writing experiences and explicit instruction of basic literacy skills.
In the Middle : New Understanding About Writing, Reading, and Learning
Atwell, N. (1998). In the Middle : New Understanding About Writing, Reading, and Learning. Upper Montclair, NJ: Boynton/Cook.
When first published in 1987, this seminal work was widely hailed for its honest examination of how teachers teach, how students learn, and the gap that lies in between. In depicting her own classroom struggles, Nancy Atwell shook our orthodox assumptions about skill-and-drill-based curriculum and became a pioneer of responsive teaching. Now, in the long-awaited second edition, Atwell reflects on the next ten years of her experience, rethinks and clarifies old methods, and demonstrates new, more effective approaches.
Sulzby, E. & Teale, W.H. (1991). Emergent literacy. In R. Barr, M.L. Kamil, P. Mosenthal, and P.D. Pearson (Eds.) Handbook of Reading Research: Vol. 2 (pp. 727-757). New York: Longman.
Learning to Read and Write: A Longitudinal Study of 54 Children From First Through Fourth Grades
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 243-255.
In this study, of particular concern were these questions: Do the same children remain poor readers year after year? Do the same children remain poor writers year after year? What skills do the poor readers lack? What skills do the poor writers lack? What factors seem to keep poor readers from improving? What factors seem to keep poor writers from improving? The probability that a child would remain a poor reader at the end of 4th grade if the child was a poor reader at the end of 1st grade was 0.88. Early writing skill did not predict later writing skill as well as early reading ability predicted later reading ability. Children who become poor readers entered 1st grade with little phonemic awareness. By the end of 4th grade, the poor readers had still not achieved the level of decoding skill that the good readers had achieved at the beginning of 2nd grade. Good readers read considerably more than the poor readers both in and out of school, which appeared to contribute to the good readers' growth in some reading and writing skills. Poor readers tended to become poor writers.
The Art of Teaching Writing
Calkins, L.M. (1994). The art of teaching writing. Portsmouth, NH: Heinemann Educational Books.
The Art of Teaching Writing, New Edition, has major new chapters on assessment, thematic studies, writing throughout the day, reading/writing relationships, publication, curriculum development, nonfiction writing and home/school connections.
From Scribbles to Scrabble: Preschool Children’s Developing Knowledge of Written Language
Puranik, C.S. and Lonigan, C.J. From scribbles to scrabble: preschool children’s developing knowledge of written language (2011) National Institutes of Health.
Common Core State Standards, Writing, and Students with LD: Recommendations
The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties
Lane, K.L., Harris, K.R., Graham, S., Weisenbach, J.L., Brindle, M. and Morphy, P., The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties (2008). Journal of Special Education 41: 234-253