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

Kelton Green; Keith Topping; Elizabeth Lakin

doi:10.1080/02667363.2021.1939658

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

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

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

387 Downloads (Pure)

Abstract

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 language	English
Pages (from-to)	303-319
Number of pages	17
Journal	Educational Psychology in Practice
Volume	37
Issue number	3
Early online date	28 Jun 2021
DOIs	https://doi.org/10.1080/02667363.2021.1939658
Publication status	Published - 2021

Keywords

Writing skills
elementary school
intervention
self-regulation
writing strategy instruction

ASJC Scopus subject areas

Developmental and Educational Psychology

Access to Document

10.1080/02667363.2021.1939658

Author Accepted ManuscriptAccepted author manuscript, 583 KBLicence: CC BY-NC

Cite this

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

Abstract

Keywords

ASJC Scopus subject areas

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