Year: 2018
Type: article
Study design: Clinical Trial
Abstract: Research demonstrates that American high school students are not writing with proficiency, and teachers are not providing adequate writing instruction. This study examined the effectiveness of a writing intervention on achievement using pre- and post-intervention data. The instructional intervention combined self-regulated strategy development, peer and teacher feedback, reflection, and flexible writing practice to strengthen persuasive and argumentative writing in high school students. 95 ninth- and tenth-grade Delaware public school students in higher and lower-level classes participated in the instructional intervention, and twenty-five students’ writings were scored before and after the intervention to assess growth. Pre/post mean ratings of writing quality significantly increased in the domains of development (+.56) and organization (+.96) when analyzed with a rubric. Findings from the study suggest that students benefit from strategic, feedback-laden writing instruction.
Author: Cassandra O'Sullivan Sachar
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2917380028