#10870. Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students

September 2026publication date
Proposal available till 15-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Education;
Places in the authors’ list:
place 1place 2place 3place 4
FreeFreeFreeFree
2350 $1200 $1050 $900 $
Contract №10870.1 Contract №10870.2 Contract №10870.3 Contract №10870.4
1 place - free (for sale)
2 place - free (for sale)
3 place - free (for sale)
4 place - free (for sale)

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; Moderation; Primary grade; Writing

Contacts :
0