This meta-analysis investigates the impact of a process writing approach on writing skills and student motivation in school-age students with and without writing disorders.
Not stated
Up to August 2009
Experimental studies; quasi-experimental studies
29
Of the 29 studies included, only five examined the effect of a writing instruction process approach with elementary-aged students at risk for or struggling with writing to address the second clinical question. Overall, the findings from these studies found that the process approach to writing instruction was not effective for at risk or struggling writers. The authors reported that the average weighted effect size (ES = .29) was not statistically different from no effect. However, given the limited number of studies, further research is warranted.
