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A Multi-Component Writing Intervention with and without Peer-Tutoring on Text Production of Diverse Struggling L1 and L2 Writers

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Title: A Multi-Component Writing Intervention with and without Peer-Tutoring on Text Production of Diverse Struggling L1 and L2 Writers
Language: English
Authors: Anne Barwasser (ORCID 0000-0002-8124-6429), Kristie Asaro-Saddler (ORCID 0000-0003-2247-7419), Bruce Saddler (ORCID 0000-0002-7375-6680), Kerstin Nobel, Matthias Grünke
Source: Psychology in the Schools. 2025 62(12):4917-4934.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Writing Skills, Writing (Composition), Elementary School Students, Instructional Materials, Story Telling, Positive Reinforcement, Peer Teaching, Tutoring, Value Added Models, Intervention, Writing Difficulties, Expressive Language, Learning Disabilities, Second Languages, Writing Evaluation, Writing Improvement, Writing Instruction, Instructional Effectiveness, Writing Strategies
Geographic Terms: Germany
DOI: 10.1002/pits.70052
ISSN: 0033-3085
1520-6807
Abstract: Writing proficiency is a global educational challenge, particularly in diverse student populations. This study examined the effectiveness of a multi-component intervention based on the Self-Regulated Strategy Development (SRSD) framework, incorporating graphic organizers, storytelling, and positive reinforcement. Peer tutoring was later integrated to explore its potential added value. The intervention was conducted with eight primary school students (N = 8) in Germany, all of whom demonstrated severe difficulties in expressive writing. Some of these students had learning disabilities (LDs), second language (L2) backgrounds, or both. Using a multiple-baseline (A-B-BC) design over 6 weeks, the study evaluated the intervention's impact on writing quality--assessed via the Teacher Evaluation of Story Elements (TESE)--and writing quantity, measured by total words written. The results showed that writing quality improved considerably across all phases, with further enhancement following the introduction of peer tutoring. Additionally, a significant increase in text quantity was observed during the peer tutoring phase. The findings highlight the effectiveness of SRSD-based multi component instruction with peer support and discuss implications for educational practice, along with limitations of the study.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488691
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Academic Journal
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  Data: A Multi-Component Writing Intervention with and without Peer-Tutoring on Text Production of Diverse Struggling L1 and L2 Writers
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  Data: <searchLink fieldCode="AR" term="%22Anne+Barwasser%22">Anne Barwasser</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8124-6429">0000-0002-8124-6429</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristie+Asaro-Saddler%22">Kristie Asaro-Saddler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2247-7419">0000-0003-2247-7419</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bruce+Saddler%22">Bruce Saddler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7375-6680">0000-0002-7375-6680</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kerstin+Nobel%22">Kerstin Nobel</searchLink><br /><searchLink fieldCode="AR" term="%22Matthias+Grünke%22">Matthias Grünke</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2025 62(12):4917-4934.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 18
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  Data: 2025
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Telling%22">Story Telling</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Added+Models%22">Value Added Models</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Difficulties%22">Writing Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Languages%22">Second Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Strategies%22">Writing Strategies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 10.1002/pits.70052
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  Data: 0033-3085<br />1520-6807
– Name: Abstract
  Label: Abstract
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  Data: Writing proficiency is a global educational challenge, particularly in diverse student populations. This study examined the effectiveness of a multi-component intervention based on the Self-Regulated Strategy Development (SRSD) framework, incorporating graphic organizers, storytelling, and positive reinforcement. Peer tutoring was later integrated to explore its potential added value. The intervention was conducted with eight primary school students (N = 8) in Germany, all of whom demonstrated severe difficulties in expressive writing. Some of these students had learning disabilities (LDs), second language (L2) backgrounds, or both. Using a multiple-baseline (A-B-BC) design over 6 weeks, the study evaluated the intervention's impact on writing quality--assessed via the Teacher Evaluation of Story Elements (TESE)--and writing quantity, measured by total words written. The results showed that writing quality improved considerably across all phases, with further enhancement following the introduction of peer tutoring. Additionally, a significant increase in text quantity was observed during the peer tutoring phase. The findings highlight the effectiveness of SRSD-based multi component instruction with peer support and discuss implications for educational practice, along with limitations of the study.
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  Data: 2025
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  Data: EJ1488691
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1488691
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        Value: 10.1002/pits.70052
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      – Text: English
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        StartPage: 4917
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Peer Teaching
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      – SubjectFull: Value Added Models
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      – SubjectFull: Intervention
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      – SubjectFull: Writing Difficulties
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      – SubjectFull: Expressive Language
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      – SubjectFull: Germany
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      – TitleFull: A Multi-Component Writing Intervention with and without Peer-Tutoring on Text Production of Diverse Struggling L1 and L2 Writers
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