This article examines what we know about effective adolescent writing instruction and what we still need to know. What we know is established by bringing together the findings from three sources: a comprehensive meta-analysis of experimental and quasi-experimental studies (Graham & Perin, 2007), a meta-analysis of single-subject design studies (conducted as part of this article), and an analysis of reoccurring themes from qualitative studies examining effective schools and teachers (conducted as part of this article). Recommendations for what we still need to know are linked to these three analyses but extend beyond them, specifying directions for future research and the need to contextualize research-based writing interventions.
|Original language||English (US)|
|Number of pages||23|
|Journal||Scientific Studies of Reading|
|Publication status||Published - 2007|
ASJC Scopus subject areas
- Psychology (miscellaneous)