NotesFAQContact Us
Search Tips
ERIC Number: ED499256
Record Type: Non-Journal
Publication Date: 2007-Sep
Pages: 4
Abstractor: ERIC
Writing Next. Research Brief
Center for Comprehensive School Reform and Improvement
This report responds to the need for information on how to improve adolescent writing skills. The study builds upon previously published "Reading Next" results and highlights key elements essential to improving writing. The study used meta-analysis, allowing researchers to determine the strength and consistency of the effects of different instructional practices on the quality of student writing. The different effects of instructional strategies were tabulated and compared for a treatment group (students who received a writing intervention) and a control group (students who did not receive an intervention). Effective interventions were found to include: (1) Writing strategies; (2) Summarization; (3) Collaborative writing; (4) Specific product goals; (5) Word processing; (6) Sentence combining; (7) Prewriting; (8) Inquiry activities; (9) Process writing approach; (10) Study of models; and (11) Writing for content learning. These interventions should be used together in order to have the greatest effect. The optimal mix is not a specific prescription, but one that the school administrators and teachers need to discover based on student response and classroom culture. A list of additional resources is included. [This issue brief was produced by The Center for Comprehensive School Reform and Improvement, administered by Learning Point Associates in partnership with the Southwest Educational Development Laboratory (SEDL), under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.]
Center for Comprehensive School Reform and Improvement. 1100 17th Street NW Suite 500, Washington, DC 20035. Tel: 877-277-2744; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (ED), Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A