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Improving writing through evidence-based teaching

delete2026-03-27
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OA
AI
V
Vera Busse *
Y
Yucheng Cao
J
Johanne Marie Kischnick
P
Pia Sieveke
S
Steve Graham
DOI：10.1016/j.learninstruc.2026.102361delete
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Abstract

Abstract

En 中文
• We investigated the effects of a teacher-led intervention on narrative writing. • Teachers in the experimental group participated in professional development. • The focus was on process-oriented writing, feedback, and modeling. • Students in the experimental group outperformed those in the control group. • No beneficial effect on motivation was found.
Keywords:
Literacy
Diversity
Motivation
SRSD
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Key information extracted from the uploaded paper, including a brief overview, abstract, background, key highlights, visual analysis, and future outlook.

Journal

Learning and Instruction cover
Learning and Instruction
IF:
4.9
Papers:
318
Citations:
8.7K

Organization

U
University of Muenster
Scholars:
219
Papers: 80
Citations: 2.8W
M
Middle Tennessee State University
Scholars:
977
Papers: 839
Citations: 711
A
arizona state university
Scholars:
3.6K
Papers: 1.9K
Citations: 0
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