Effects of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands.

Abstract

In this study, we tested the effects of Tekster [Texter], a comprehensive strategy-focused writing instruction program, using a switching replication design. The program was implemented by fourth, fifth, and sixth grade teachers (N = 76) in 60 general education classrooms in the Netherlands. Students (n = 688) and teachers (n = 31) in Group 1 worked with Tekster during the first eight-week period, between the first and second measurement occasion. Students (n = 732) and teachers (n = 45) in Group 2 implemented Tekster during the second eight-week period, between the second and third measurement occasion. The intervention led to statistically significant improvements in the quality of students' writing.The effect size for the full sample was 0.32 and 0.40 for students who students who completed all 16 Tekster lessons. Gains shown by students in Group 1 were maintained after eight weeks. Because writing quality was assessed in three genres, the findings are generalizable across students, classes, and writing tasks. Taken together, the results of this study demonstrate that a strategy-focused writing instruction program, such as Tekster, can be an effective way to improve upper-elementary students' written language skills.

An example of an L2-writing strategy: NOVSKEV

“…Bergh et al, 2012). Therefore, a criterion which consists of multiple writing tasks is preferable (see for instance, Bouwer, Koster & Van den Bergh, 2017).…”

Morphological Skills: A Key Parameter in Dealing with Written Expression and Spelling in Specific Learning Disabilities

“…They clearly stated the impact of interventions based on strategy instruction, dictation, procedural facilitation, prewriting, goal setting, and process writing to students' with SLD writing quality. Bouwer, Koster, & van den Bergh (2018) also stated a clear improvement to upper-elementary students' written language skills through the implementation of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands.…”

Fostering writing in upper primary grades: a study into the distinct and combined impact of explicit instruction and peer assistance

“…To teach students these writing strategies, the role of the teacher is key. Based on previous intervention research, different instructional guidelines related to explicit strategy instruction can be distinguished (e.g., Bouwer, Koster, & Van den Bergh, 2017;Fidalgo, Torrance, Rijlaarsdam, Van den Bergh, & Alvarez, 2015;Graham, Harris, & Troia, 2000;Limpo & Alves, 2013). First, teachers can introduce writing strategies by modelling (Fidalgo et al, 2015), implying that they explain, verbalize, and demonstrate their thoughts, actions, and reasons while writing (Schunk, 2003).…”

“…Third, teachers should offer ample and various practice opportunities while providing feedback and gradually releasing guidance (Graham et al, 2000). As the ultimate goal of strategy instruction is students' independent strategy use, teachers' guidance should gradually be diminished by encouraging and challenging students to internalize the strategy (Bouwer et al, 2017;Graham et al, 2000). Scaffolding is critical in releasing guidance: teachers have to constantly assess students' strategy use to provide tailored support and feedback (Puntambekar & Hübscher, 2005).…”

“…As to explicit writing instruction, previous research showed that girls and boys equally benefit from explicit instruction (Bouwer et al, 2017). Regarding students' general achievement, previous studies showed that explicit strategy instruction appears effective for struggling (e.g., Harris et al, 2006) as well as normal writers (e.g., Brunstein & Glaser, 2011) indicating that students of different achievement levels might benefit from explicit writing instruction.…”