Evidence-based teaching of essay writing: Intervention at primary school

Kelton Green (Lead / Corresponding author), Keith Topping, Elizabeth Lakin

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    Writing skills are important for educational achievement, employment and social and civic participation. This quasi-experimental study aimed to improve essay writing skills with an evidence-based intervention in two schools of mainstream P6 (grade 5) students (N = 44) in a largely rural local authority in Scotland. The intervention included peer revision of each other’s texts in a programme of writing strategy instruction and self-regulation. The control students (N = 46) followed an on-going parallel intervention. The experimental programme led to large positive effect sizes for writing quality. This was the first study in Scotland to investigate writing strategy instruction and self-regulation as part of an evidence-based intervention.

    Original languageEnglish
    Pages (from-to)303-319
    Number of pages17
    JournalEducational Psychology in Practice
    Issue number3
    Early online date28 Jun 2021
    Publication statusPublished - 2021


    • Writing skills
    • elementary school
    • intervention
    • self-regulation
    • writing strategy instruction

    ASJC Scopus subject areas

    • Developmental and Educational Psychology


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