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.
O'Sullivan Sachar, Cassandra
"The Writer's Workbook Intervention: Promoting Writing Achievement,"
Journal of Research Initiatives: Vol. 4
, Article 8.
Available at: https://digitalcommons.uncfsu.edu/jri/vol4/iss1/8
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