Writing Intervention for Spanish-Speaking English Language Learners: A Review of Research
EBP Briefs
Brea-Spahn, M. R., & Dunn Davison, M. (2012).
EBP Briefs, 7(2), 1-11.
This systematic review investigates the effect of various writing interventions (e.g., cognitive-based, social, text macrostructure only, text microstructure only) on written composition components in monolingual Spanish-speakers and Spanish-speaking English language learners (ELL) with writing struggles.
Not stated
1980-present
Peer-reviewed studies
3
<p>Limited evidence was found to address the use of writing strategies to improve English Language Learner (ELL) written language outcomes. The authors, however, provided the following three key findings in the instruction of writing with ELL students:</p>
<ul>
<li>"ELLs appear to advance more in their writing ability when instructions use structured writing, rather than free writing, ...</li>
<li>both cognitive and linguistic approaches to intervention appear to have reasonably positive outcomes on writing products, and ...</li>
<li>there appear to be no effects of cooperative learning groups in the teaching of ELL writing" (p. 4).</li>
</ul>
