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A Systematic Review of Explicit Instruction and Frequency Building Interventions to Teach Students to Write

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Title: A Systematic Review of Explicit Instruction and Frequency Building Interventions to Teach Students to Write
Language: English
Authors: Alyssa R. McElroy (ORCID 0000-0002-0588-9684), Jessica E. Van Stratton (ORCID 0000-0001-6840-3445), Paige Sherlund-Pelfrey (ORCID 0009-0004-0986-6027)
Source: Education and Treatment of Children. 2024 47(2):165-181.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Descriptors: Bibliometrics, Writing Instruction, Teaching Methods, Writing Skills, Writing Research, Writing Difficulties, Intervention, Research Reports, Research Design, Standards, Instructional Effectiveness
DOI: 10.1007/s43494-024-00125-0
ISSN: 0748-8491
1934-8924
Abstract: A primary goal of educational settings in the United States is to produce competent writers. However, most students do not receive adequate instruction and practice beyond grade three. Furthermore, only 29% of high school graduates without disabilities, and 5% with disabilities exit with proficient writing skills (U.S. Department of Education, 2011). There is growing body of evidence for the use of explicit instruction and timed practice interventions to teach writing skills to struggling writers. However, to date there is no review of these combined strategies (i.e., explicit instruction and timed practice) to teach writing skills. The current review analyzed 10 studies that met the What Works Clearinghouse Single Case Design Standards 5.0 and included 53 students who received explicit instruction and timed practice interventions for sentence-level writing skills. Results from the independent analysis show that explicit instruction and timed practice have a significant impact on decreasing the frequency of incorrect writing performance and establish the need for additional research on frequency building strategies for writing skills. Results of the review, recommendations for educators, and future directions for researchers are discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437836
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Alyssa+R%2E+McElroy%22">Alyssa R. McElroy</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0588-9684">0000-0002-0588-9684</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+E%2E+Van+Stratton%22">Jessica E. Van Stratton</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6840-3445">0000-0001-6840-3445</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paige+Sherlund-Pelfrey%22">Paige Sherlund-Pelfrey</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0004-0986-6027">0009-0004-0986-6027</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: A primary goal of educational settings in the United States is to produce competent writers. However, most students do not receive adequate instruction and practice beyond grade three. Furthermore, only 29% of high school graduates without disabilities, and 5% with disabilities exit with proficient writing skills (U.S. Department of Education, 2011). There is growing body of evidence for the use of explicit instruction and timed practice interventions to teach writing skills to struggling writers. However, to date there is no review of these combined strategies (i.e., explicit instruction and timed practice) to teach writing skills. The current review analyzed 10 studies that met the What Works Clearinghouse Single Case Design Standards 5.0 and included 53 students who received explicit instruction and timed practice interventions for sentence-level writing skills. Results from the independent analysis show that explicit instruction and timed practice have a significant impact on decreasing the frequency of incorrect writing performance and establish the need for additional research on frequency building strategies for writing skills. Results of the review, recommendations for educators, and future directions for researchers are discussed.
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Instructional Effectiveness
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