Teacher-Implemented Writing Instruction for Elementary Students: A Literature Review. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Finlayson, Kristen; McCrudden, Matthew T.
• Is Part Of: Reading and writing quarterly. Volume 36:Issue 1(2020)
• Page Start: 1
• Page End: 18
• Publication Date: 2020-01-02
• Subjects: Reading disability -- Periodicals; Language arts -- Remedial teaching -- Periodicals; Learning disabilities -- Periodicals; 371.91405
• DOI: 10.1080/10573569.2019.1604278
• Languages: English
• ISSNs: 1057-3569

Abstract

Abstract: Researcher-implemented writing interventions have been shown to improve student writing performance. However, there has been limited research on teacher-implemented writing interventions, which are more likely to be sustainable in a classroom. The purpose of this review was to examine the effectiveness of teacher-implemented writing interventions in regular-classroom environments with elementary-aged students. The inclusion criteria resulted in the identification of 13 experimental research studies. Classroom teachers implemented a range of writing strategies. However, explicit strategy instruction, including self-regulated strategy development, was the most commonly used approach that improved students' writing achievement. Practical implications of the results are discussed and directions for future research are provided.