scholarly journals The Impact of Scaffolded Writing Instruction on Followup Course Assignments

2020 ◽  
Author(s):  
Sarah Summers ◽  
Rebecca Bercich ◽  
Phillip Cornwell ◽  
Daniel Kawano ◽  
James Mayhew ◽  
...  
Keyword(s):  
Writing Instruction ◽  
The Impact ◽  
Scaffolded Writing

scholarly journals Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5

2018 ◽  
Vol 8 (1) ◽  
pp. 99 ◽  
Author(s):  
Kimberly Wolbers ◽  
Hannah Dostal ◽  
Steve Graham ◽  
Lee Branum-Martin ◽  
Jennifer Kilpatrick ◽  
...  
Keyword(s):  
Writing Instruction ◽  
Personal Narrative ◽  
Written Language ◽  
Persuasive Writing ◽  
Language Outcomes ◽  
Interactive Writing ◽  
Usual Condition ◽  
Quasi Experimental ◽  
Language Needs ◽  
The Impact

A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students’ writing and written language compared to a business-as-usual condition (treatment group N = 41, comparison group N = 22). A total of 18 hours of instruction was provided for each of two types of writing—personal narrative and persuasive. Writing samples, collected prior to instruction and after, were scored for writing traits, written language accuracy, and complexity. Data were analyzed using a two-level, mixed-effects regression. Results show the treatment to be effective for personal narrative and persuasive writing traits, and personal narrative written language variables, with effect sizes ranging from 0.46 to 2.01. Treatment effects were also substantial for persuasive writing written language outcomes (0.38 to 1.06), although not all were statistically significant at the 0.05 level. The findings suggest the importance of apprenticeship in writing and consideration for the specific language needs of students with hearing loss. 

Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing

2017 ◽  
Vol 88 (2) ◽  
pp. 243-284 ◽  
Author(s):  
Steve Graham ◽  
Xinghua Liu ◽  
Brendan Bartlett ◽  
Clarence Ng ◽  
Karen R. Harris ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Reading Instruction ◽  
Writing Instruction ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Teaching Reading ◽  
Writing Quality ◽  
Writing Performance ◽  
The Impact

This meta-analysis examined if students’ writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students’ interaction with words or text was increased through reading or observing others read. Studies included in this review involved true- or quasi-experiments (with pretests) written in English that tested the impact of a reading intervention on the writing performance of students in preschool to Grade 12. Studies were not included if the control condition was a writing intervention, treatment students received writing instruction as part of the reading intervention (unless control students received equivalent writing instruction), control students received a reading intervention (unless treatment students received more reading instruction than controls), study attrition exceeded 20%, less than 10 students were included in any experimental condition, and students attended a special school for students with disabilities. As predicted, teaching reading strengthened writing, resulting in statistically significant effects for an overall measure of writing (effect size [ES] = 0.57) and specific measures of writing quality (ES = 0.63), words written (ES = 0.37), or spelling (ES = 0.56). The impact of teaching reading on writing was maintained over time (ES = 0.37). Having students read text or observe others interact with text also enhanced writing performance, producing a statistically significant impact on an overall measure of writing (ES = 0.35) and specific measures of writing quality (ES = 0.44) or spelling (ES = 0.28). These findings provide support that reading interventions can enhance students’ writing performance.

Exploring multimodal writing in secondary English classrooms: a literature review

2018 ◽  
Vol 17 (4) ◽  
pp. 342-356 ◽  
Author(s):  
Brady Nash
Keyword(s):  
Student Learning ◽  
Writing Instruction ◽  
Keyword Search ◽  
Multimodal Composition ◽  
Secondary English ◽  
Content Type ◽  
English Classrooms ◽  
Open Coding ◽  
The Impact ◽  
Writing Curricula

Purpose This paper aims to explore recent research (2007-2017) on the implementation of multimodal writing instruction in secondary English courses. It seeks to highlight the varied ways in which theoretical conceptions of multimodality have been implemented in writing instruction and the impacts of these implementations on students' experiences in classrooms. Design/methodology/approach The author used a keyword search of relevant academic databases to identity articles within the search parameters. This was followed by bibliographic branching to identify additional articles and two rounds of open coding to identify themes for analysis. Findings The literature revealed a diversity of approaches to incorporating multimodal writing in classrooms; teachers mixed modalities within assignments, paired writing in print with multimodal composition and redesigned entire units or courses around multimodality. Studies showed the impact of multimodality on student learning through shifts in conceptions of communication, increases in student engagement, composition for real audiences and an increased role for students’ interests and identities. Practical implications This review has implications for teachers and researchers interested in developing multimodal writing curricula. It highlights the specific ways in which multimodal writing can be incorporated into instruction and the changes in student learning that result from this shift. Originality/value While theoretical writing on multimodality is abundant, multiple researchers have noted the difficulty of finding research on classroom implementations of multimodality (Howell et al., 2017; Smith, 2017). This review is intended to address this difficulty by contributing to a body of literature that teachers and scholars can draw on as they conceptualize and design multimodal writing experiences for students in the future.

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