#10460. Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students

October 2026publication date
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Journal’s subject area:
Education;
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Abstract:
We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as Self-Regulated Strategy Development [SRSD]), and student characteristics (i.e., initially weak writing skills).
Keywords:
Instruction; Meta-Analysis; Primary grade; Writing

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