Evaluation of a Writing Instruction Model that Integrated a Process Approach, Strategy Instruction, and Word Processing

Abstract

This study evaluated the effectiveness of a model of writing instruction that integrated word processing, strategy instruction, and a process approach. Teachers established a social context for writing in which students worked on meaningful tasks, shared their writing with peers, and published their work for real audiences. The classroom structure supported extended cycles of planning, drafting, and revising. Teachers supported the development of writing strategies through conferencing and explicit instruction in strategies for planning and revising. Word processing supported fluent production of text, revising, and publishing. The experimental model was implemented for a full school year in 12 classes with 113 students with learning disabilities. Students in the experimental classes made greater gains in the quality of their narrative and informative writing than 94 students with learning disabilities in 10 control classes.