Abstract
The process approach to writing instruction is one of the most popular methods for teaching writing. The authors conducted meta-analysis of 29 experimental and quasi-experimental studies conducted with students in Grades 1-12 to examine if process writing instruction improves the quality of students' writing and motivation to write. For students in general education classes, process writing instruction resulted in a statistically significant, but relatively modest improvement in the overall quality of writing (average weighted effect size [ES] = 0.34). Variation in ES was not related to grade, reliability of the writing quality measure, professional development, genre assessed, or quality of study. The process writing approach neither resulted in a statistically significant improvement in students' motivation nor enhanced the quality of struggling writers' compositions.
Original language | English (US) |
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Pages (from-to) | 396-407 |
Number of pages | 12 |
Journal | Journal of Educational Research |
Volume | 104 |
Issue number | 6 |
DOIs | |
State | Published - 2011 |
Externally published | Yes |
Keywords
- Meta-analysis
- Writing
- Writing process
ASJC Scopus subject areas
- Education