Since the early 1970s, many educators have touted writing as a means of enhancing learning. Several reasons have been suggested for this purported enhancement: that writing is a form of learning, that writing approximates human speech, that writing supports learning strategies. Alternatively, some researchers have cautioned that the educative…

Results from a meta-analysis of findings on the effectiveness of coaching for achievement tests from 30 controlled studies of coaching programs are presented. Coaching typically raised achievement test scores by .25 standard deviations. Effects varied with the level of training intervention. (Author/PN)

This metanalysis reviews 32 studies that compared 2 groups of students receiving identical writing instruction, with only 1 group using word processing for writing assignments. Word processing improved the quality of student writing but did not improve student attitudes. Suggestions are given for using word processing more effectively. (SLD)

This meta-analysis reviewed 58 effect sizes from 40 reports on the instructional effects of feedback in tests or similar situations. Mediated instructional feedback for retrieval and application of specific knowledge appeared to stimulate correction of erroneous responses when its reception was encouraged. (SLD)