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.
All Science Journal Classification (ASJC) codes
- Linguistics and Language