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Authorship and dissemination policies vary across NIH research consortia. We aimed to describe elements of real-life policies in use by eligible U01 clinical research consortia. Principal investigators of eligible, active U01 clinical research projects identified in the NIH Research Portfolio Online Reporting Tools database shared relevant policies. The characteristics of key policy elements, determined a priori, were reviewed and quantified, when appropriate. Twenty one of 81 research projects met search criteria and provided policies. K elements (e.g., in quotations): manuscript proposals reviewed and approved by committee (90%); guidelines for acknowledgements (86%); writing team formation (71%); process for final manuscript review and approval (71%), responsibilities for lead author (67%), guidelines for other types of publications (67%); draft manuscript review and approval (62%); recommendation for number of members per consortium site (57%); and requirement to identify individual contributions in the manuscript (19%). Authorship/dissemination policies for large team science research projects are highly variable. Creation of an NIH policies repository and accompanying toolkit with model language and recommended key elements could improve comprehensiveness, ethical integrity, and efficiency in team science work while reducing burden and cost on newly funded consortia and directing time and resources to scientific endeavors.

The tutelage of our mentors as scientists included the analogy that writing a good scientific paper was an exercise in storytelling that omitted unessential details that did not move the story forward or that detracted from the overall message. However, the advice to not get lost in the details had an important flaw. In science, it is the many details of the data themselves and the methods used to generate and analyze them that give conclusions their probative meaning. Facts may sometimes slow or distract from the clarity, tidiness, intrigue, or flow of the narrative, but nevertheless they are important for the assessment of what was done, the trustworthiness of the science, and the meaning of the findings. Nevertheless, many critical elements and facts about research studies may be omitted from the narrative and become hidden from scholarly scrutiny. We describe a bakers dozen shortfalls in which such elements that are pertinent to evaluating the validity of scientific studies are sometimes hidden in reports of the work. Such shortfalls may be intentional or unintentional or lie somewhere in between. Additionally, shortfalls may occur at the level of the individual or an institution or of the entire system itself. We conclude by proposing countermeasures to these shortfalls.

Over the last 50+ years, there has been a huge rise in interest in consumer language research. This article spotlights the emergence and evolution of this area, identifying key themes and trends and highlighting topics for future research. Work has evolved from exploration of broad language concepts (e.g. rhetorics) to specific linguistic features (e.g. phonemes) and from monologues (e.g. advertiser to consumer) to two-way dialogues (e.g. consumer to service representative and back). We discuss future opportunities that arise from past trends and suggest two important shifts that prompt questions for future research: the new shift toward using voice (vs. hands) when interacting with objects and the ongoing shift toward using hands (vs. voices) to communicate with people. By synthesizing the past, and delineating a research agenda for the future, we hope to encourage more researchers to begin to explore this burgeoning area. [ABSTRACT FROM AUTHOR]

This column is intended to address the kinds of knotty problems and dilemmas with which many scholars grapple in studying health professions education. In this article, the authors address the challenges in proofreading a manuscript. Emerging researchers might think that someone in the production team will catch any errors. This may not always be the case. We emphasize the importance of guiding mentees to take the process of preparing a manuscript for submission seriously.

Abstract: We investigated spelling errors in English and Spanish essays by Spanish-English dual language learners in Grades 1, 2, and 3 (N = 278; 51% female) enrolled in either English immersion or English-Spanish dual immersion programs. We examined what types of spelling errors students made, whether they made spelling errors that could be due to crosslinguistic influence, and whether errors were associated with instructional program, English learner status, and grade level. Compositions were transcribed and coded using the Systematic Analysis of Language Transcripts (SALT) software. Spelling errors were suggestive of crosslinguistic influence that was mostly unidirectional from one language to the other rather than bidirectional. Spelling errors were related to instructional program such that students in Spanish-English dual immersion made more English spelling errors in English compositions due to Spanish influence, and students in English immersion made more spelling errors in Spanish compositions due to English influence. Students in higher grades also made less English spelling errors in English compositions due to Spanish influence than students in lower grades. These findings suggest that dual language learners acquire spelling patterns in one language influenced by instruction and home language, which transfers to spelling in the other language.

Hoarding disorder (HD) is marked by difficulty discarding possessions. Many refuse treatment or drop out, which may be due to treatment's incorporation of in-home decluttering, which is feared and avoided. Thus, strategies to prepare patients for decluttering/discarding are needed. Imaginal exposure (IE), or imagining one's worst fears about discarding, could be one such strategy. This pilot preliminarily tested a short-duration IE intervention compared with a control intervention. Over 3 days, adults diagnosed with HD (n = 32) were randomly assigned to either write about and imagine their worst fears about discarding (IE condition) or a neutral topic (control writing [CW] condition). The IE condition showed significant improvements in HD symptoms from preintervention to 1-week follow-up, with medium to large effects; however, the CW condition did as well. Comparing change scores between conditions, the IE condition's improvements were not significantly different than the CW condition's. Overall, IE was helpful in improving HD symptoms, but this pilot did not indicate that it was more helpful than CW. This raises important questions about possible demand characteristics, placebo effects, or regression to the mean, and it has implications for the design and methodology of other studies assessing IE's utility.

Various practical challenges deter scholars from writing single-author teaching books, but such books have particular virtues to offer pedagogy. This article describes some of the choices made in the writing of a teaching book, How to Read Middle English Poetry. It is presented not as a set of final rulings on best practice, but as an account of decisions made, to lift the lid on the work and support the creation of more pedagogical tools in future.

The rapid advances in Generative AI tools have produced both excitement and worry about how AI will impact academic writing. However, little is known about what norms are emerging around AI use in manuscript preparation or how these norms might be enforced. We address both gaps in the literature by conducting a survey of 271 academics about whether it is necessary to report ChatGPT use in manuscript preparation and by running GPT-modified abstracts from 2,716 published papers through a leading AI detection software to see if these detectors can detect different AI uses in manuscript preparation. We find that most academics do not think that using ChatGPT to fix grammar needs to be reported, but detection software did not always draw this distinction, as abstracts for which GPT was used to fix grammar were often flagged as having a high chance of being written by AI. We also find disagreements among academics on whether more substantial use of ChatGPT to rewrite text needs to be reported, and these differences were related to perceptions of ethics, academic role, and English language background. Finally, we found little difference in their perceptions about reporting ChatGPT and research assistant help, but significant differences in reporting perceptions between these sources of assistance and paid proofreading and other AI assistant tools (Grammarly and Word). Our results suggest that there might be challenges in getting authors to report AI use in manuscript preparation because (i) there is not uniform agreement about what uses of AI should be reported and (ii) journals might have trouble enforcing nuanced reporting requirements using AI detection tools.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The release of ChatGPT at the end of 2022 demonstrated to many educators that writing or, at least, the type of writing often asked of students had been automated. While this rightfully raised a host of practical concerns, mostly around cheating, it should also raise questions about what kind of intellectual life the liberal arts will open once they are no longer centered on writing. In this paper, I argue that the automation of writing and the subsequent decentering of writing within the liberal arts is a threat to the liberal arts' intellectual life. I first argue that technics always participate in the constitution of the intellectual life, and so any transformation in the technical supplement will transform the intellectual life. I then argue that the technical supplement of the liberal arts' intellectual life is writing. Thus, the decentering of writing transforms and threatens the liberal arts' intellectual life. Considering this transformation and threat, those of us involved in the liberal arts need to re-examine what type of intellectual life we want to/can live and pass on. It becomes imperative for those of us in the liberal arts to recognize and to respond creatively to this existential crisis. [ABSTRACT FROM AUTHOR]

This is a collection of thoughts about and for Anne Turvey, written by current members of the English Education Team at the Institute of Education. To that extent, we are all her intellectual and professional heirs, although we stand in a variety of relations to her, and know her variously as PGCE and MA tutor, colleague, mentor and friend. It was one of Anne's superpowers to be able to blur the edges of such roles, often to collapse them altogether and her ability to fuse the social and the academic is a strong theme. The writers are all women and Anne's role as a crucial audience for our conversation, ideas and writing, is very clear. Prompted by the kind of stories Anne loved and championed through her work, each of us includes some of her memorable 'sayings' that carry so much enthusiasm for probing the comedy and curiosity of the world. [ABSTRACT FROM AUTHOR]

Healthcare professionals are increasingly suffering from burnout. Poetry writing should be considered as a resource to reduce symptoms of burnout. The effects of poetry writing have been studied in clinical settings for both health professionals and for patients, and benefits have been found for both groups. Healthcare workers suffering from burnout occupy a unique position as both patient and provider, and so may "double-dip" into the benefits that poetry writing provides both patients and practitioners. [ABSTRACT FROM AUTHOR]

There is a need to better understand the agentic choices that students make to communicate meaning through their multimodal compositions. Utilizing a case study approach, this article examines the composing of two first-grade students and discusses how these students utilized multimodal composing techniques from structured writing units during an "open unit" where students were given wider parameters for making intentional decisions with their compositions. Analysis of students' compositions revealed that students chose to use and design composing techniques from the previous focal units in their compositions. Findings suggest that focal writing units, followed by open composing, allows students to have more agency as writers to make creative intertextual connections as they design techniques from available designs they've learned in order to serve their own compositional needs. [ABSTRACT FROM AUTHOR]

Drama has the potential to enrich and enliven established approaches to literacy learning, engaging students and expanding their possibilities for meaning-making. Drama-rich pedagogy is well-established as an effective tool in supporting language and literacy development. However, research to date has not explored the possibilities of using drama to enrich established genre-based approaches to teaching writing. This article reports on findings from an interventionist case study in an Australian primary school examining how a Year Three/Four teacher used drama-rich pedagogy to support students' academic writing of a scientific explanation text. The findings indicate three key pedagogical benefits of employing drama to build conceptual understandings of the field of study and relevant academic language as part of a genre-based pedagogy for teaching writing. Firstly, drama experiences can make visible students' prior knowledge of a topic, allowing teachers to identify, interrogate and transform students' misconceptions through reflective dialogue on embodied experience. These embodied and interactive experiences also support the development of shared understandings of key concepts and language. Finally, drama experiences provide embodied and interactive contexts in which students can move from common sense to more abstract/technical understandings of the topic of study which they can apply in writing their own texts. In sharing these findings, this article aims to illustrate how drama can be used to develop the conceptual and linguistic understandings required by genre pedagogy in engaging, embodied ways that draw productively on the diverse resources that students bring to their learning. [ABSTRACT FROM AUTHOR]

This article provides an account of a yarn between a First Nations Australian researcher and an Anglo-Celtic Australian researcher about the future of writing curriculum in subject English education, if school in its current settler-colonial form were to be abolished and completely re-imagined. Yarning is an Indigenous research method evolving from Indigenous cultures and ways of knowing; it is a form of knowledge production. The original yarn, on which this further creative dialogue is based, takes the form of a recorded podcast conversation between the authors, who are academic colleagues at the same university and former English teachers. The research focus of the conversation was what a post-Treaty, post-school writing education might be. However, rather than providing ready answers, our relational thinking foregrounds the challenges in asking this question, and in non-Indigenous Australians expecting Indigenous Australians to provide fixes for the problems engendered by the ongoing injustices of colonisation. [ABSTRACT FROM AUTHOR]

Writing and mathematics are essential in academic achievement. In the present study, we investigated whether writing skills and mathematics skills are related and if so, whether their relation is moderated by participants’ grade level (a proxy for developmental phase), subskills of mathematics and writing skills, and assessment characteristics (normed and standardized nature of mathematics and writing tasks, and reliability of mathematics and writing measures), using a meta-analysis. A total of 211 studies (k = 564, N = 1,207,983) met inclusion criteria. Overall, mathematics and writing were moderately related (r =.48). The overall magnitude of their relation differed as a function of grade level such that the relation was stronger for students in primary grade levels compared to those in university and above. When explored by higher order and lower order writing and mathematics skills and grade levels, lower order writing and mathematics (.59) and higher order writing and mathematics (.48) had substantial relations in primary grades, whereas higher order writing and mathematics were weakly related in adulthood (.25). The relation also differed by the reliability of mathematics tasks such that the magnitude was stronger for mathematics tasks with higher reliability. For writing, the relation was stronger for writing tasks that were normed and standardized compared to those that were not. These results confirm not only a mathematics–writing relation but also factors that influence this relation. Future work is warranted to investigate mechanisms of the relation and potential practical implications. [ABSTRACT FROM AUTHOR]

The current study replicated an earlier investigation by Bouwer and van der Veen (2023) where 10 Grade 5 and 6 classrooms in the Netherlands (210 students) were randomly assigned to a treatment or control condition, with treatment students evidencing improvements in the quality of their essays after practice writing argumentative essays, reading and discussing them with a small group of peers, and revising each essay based on the discussion that ensued. In the present study, 12 Grade 2 to 4 classrooms in Türkiye (383 students) were randomly assigned to this write, talk, and rewrite dialogic treatment or to a control condition. Students in the control condition practiced planning and writing the same four argumentative essays as treatment students did during the experiment, and each of these essays was shared with peers (time spent in both conditions was comparable). Control students did not, however, discuss their essay with peers or use such feedback to revise them as was done by students in the write, talk, and rewrite dialogic treatment. When the nested nature of the data and pretest scores were held constant, the quality of the argumentative posttest essays produced by students in the treatment condition evidenced greater improvement than essays written by control students. The same outcome was obtained for the length of essays (number of words) when the nested nature of the data and pretest scores were held constant. This investigation provided evidence that the write, talk, and rewrite dialogic intervention tested by Bouwer and van der Veen (2023) was effective in improving the argumentative writing of even younger students in a different country. Implications for research and practice are provided. [ABSTRACT FROM AUTHOR]

Writing attitude, strategy use, and confidence surveys help educators understand how students perceive writing and cope with writing challenges in schools. The dimensions (i.e., constructs reflected by survey items) of these surveys have been studied in general students in the U.S., and we investigated how these surveys would reflect the dimensions in Grade 4 students taught in a largely Hispanic setting. We conducted factor analyses and measurement invariant analyses to examine the dimensions in each survey and dimension consistencies between male and female and Hispanic and Non-Hispanic students. We found that attitude and strategy use are both unidimensional, and confidence can be divided into confidences in convention, ideation, and self-regulation. Strict measurement invariance evidence suggested same dimensions between male and female and Hispanic and Non-Hispanic students. Therefore, researchers can interpret results from each survey similarly across male and female and Hispanic and Non-Hispanic students. [ABSTRACT FROM AUTHOR]

Editing and revising is a necessary, yet complex, stage of the writing process that is challenging for students with and without disabilities. One solution to improve overall writing outcomes is with strategy instruction, such as the Strategic Instruction Model for writing. More specifically, strategies such as the Error Monitoring Strategy, that support editing and revising. Additionally, with the increase in access to devices, and the continued development of tools that support writing, these strategies should be aligned to technologies to further support students with learning disabilities and other struggling writers. Simply providing teaching strategies to students and providing them with devices is not enough to improve writing outcomes. Rather, explicit instruction in the strategy and the tool, along with how to use them together, is necessary.The purpose of this article is to offer an example of how educators can combine effective writing strategy instruction with readily and easily available technology tools to support the needs of students who struggle with writing. [ABSTRACT FROM AUTHOR]

The question of the origin of writing, as well as its relation to memory and wisdom, constitutes the theme of the myth of Theuth, which appears in the Platonic dialogue titled Phaedrus. This paper aims to investigate the elements that link the myth to certain critical keys in Plato’s work, as well as to the individual dialogue. I will attempt to critically read the myth in order to present its plot in a way that, without exhausting it, aims to highlight some of its most interesting points. By exploring its place and function within the Phaedrus, I will inquire into its authenticity or traditional origin, link the notion of writing to those of time and death, and, last but rather most importantly I will question the alleged difference between mythos (myth) and logos. [ABSTRACT FROM AUTHOR]

Self-Regulated Strategy Development (SRSD) is a method designed to explicitly teach students self-regulation skills and help them implement them. While SRSD's beneficial effect on writing quality has been confirmed in a large body of literature, the questions of why, how, and for whom SRSD works remain unclear. To investigate the underlying cognitive and metacognitive mechanisms, and identify the factors that potentially moderate SRSD's effectiveness, we compared fourth- and fifth-graders who either received regular writing instruction or underwent an SRSD intervention in a quasi-experimental setting. Students' abilities to plan, write quality texts, and self-evaluate were measured. Factors that have been demonstrated to be related to writing abilities were assessed to study whether they might facilitate or hinder acquisition of strategies taught in the SRSD intervention. The results indicated that compared with students who received regular writing instruction, students who underwent the SRSD intervention produced higher-quality texts and evaluated their texts' quality more accurately, despite persistent overestimation. Mediation analyses indicated that progress in producing high-quality texts was explained by improvements in students' planning skills, enabling them to write stories that were better-structured and contained more ideas. However, the results also indicated that some students under the SRSD condition struggled to implement the planning strategies they were taught, particularly students with poor working memory. Recommendations for optimizing the SRSD intervention's effectiveness in developing all students' writing skills are discussed. [ABSTRACT FROM AUTHOR]

Adolescent youth participating in a summer writing workshop drew from funds of community wealth to answer youth‐generated inquiry questions about history, political participation, and equity. By turning to community members as expert sources of knowledge, students deepened their inquiry, their connections to the local community, and their identities as writers. Learning from these youth writers, there are recommendations for how classroom teachers can engage youth in inquiry projects that draw from sources of community cultural wealth. [ABSTRACT FROM AUTHOR]

The curriculum reform in New South Wales (NSW), Australia, focuses on implementing high‐quality, evidence‐based instruction, particularly explicit teaching and the gradual release of responsibility. This paper examines the ‘quality’ of writing instruction in the new curriculum materials for Kindergarten to Year 6 teachers. Our document analysis of four Stage 1 Narrative units of work reveals significant gaps in implementing the Gradual Release of Responsibility model, with inconsistencies in modelled, guided and independent writing instruction. These gaps emerge through ambiguous instructional techniques, minimal use of ‘think alouds’, few opportunities for guided writing interactions, and a predominant focus on decontextualised, skill‐driven independent writing. These inconsistencies contradict established research on pedagogical approaches and the principles underpinning NSW Curriculum reform. We argue that, without critical adaptation by teachers, these materials risk reinforcing inadequate writing instruction, impacting student learning and early career teachers' pedagogical development. This study highlights broader implications for educational contexts undergoing similar reform and emphasises the need for further research on implementing these curriculum materials and their impact on teachers' writing instructional practices. [ABSTRACT FROM AUTHOR]

In this paper we describe the process of monitoring fidelity of implementation for a teacher-implemented early writing intervention. As part of a large, federally funded project, teachers who worked with students in grades 1 through 3 in schools across two states in the US were recruited and then randomly assigned to implementation and control conditions. Using Data-Based Individualization (DBI) as a framework for best practice in assessment and intervention, teachers in the implementation group received professional development on early writing intervention and assessment and then implemented these practices with their students who had significant writing challenges. Coaches, who were part of the research project, supported teachers and also observed teachers in both the implementation and control conditions at least twice during the course of the 20-week study. This paper focuses on the results of the fidelity measures that were administered throughout the project. An overview of the importance of fidelity checks is followed by a description of the fidelity tools used, as well as data from those tools. Areas of strength and challenge for teachers when implementing early writing assessment and intervention and engaging in data-based decision making with fidelity are discussed, along with recommendations regarding the practical and research importance of fidelity checks. [ABSTRACT FROM AUTHOR]

Foundational skills are often viewed as necessary components for automaticity in reading and writing. In this study, we draw on teacher interviews to explore what secondary English/language arts teachers identify as necessary language for successful school writing. Findings suggest that teachers believe White mainstream English is a necessary component for academic success, although interviewees could not recall ever being explicitly taught this idea. Furthermore, teachers experience a tension between wanting to engage in culturally and linguistically responsive pedagogy and their (often unexamined) underlying beliefs about White mainstream English being part of foundational language. We discuss how teachers' understanding of language skills includes their beliefs about what is deemed “correct” and “appropriate” for school and discuss the hidden ways foundational skills reinforce White mainstream English‐centric ways of knowing. We offer recommendations for teachers to examine their own biases in foundational language for writing. [ABSTRACT FROM AUTHOR]

Engraved portable objects from Upper Palaeolithic and earlier sites are argued to be cognitive tools designed to store information for the purposes of calculation, record‐keeping, or communication. This paper reviews the surprisingly long intellectual history of comparisons between these ancient objects and message sticks: marked graphic devices traditionally used for long‐distance communication in Indigenous Australia. I argue that, while such comparisons have often been misguided, more cautious applications of ethnographic analogy may yield useful insights. A systematic analysis of historical observations together with more recent fieldwork, indicate that Australian message sticks are primarily tools of social cognition, as opposed to cognition tout court, and rely on orality and other context to become meaningful. Further, the practice of message stick communication may help clarify ongoing problems in the interpretation of Upper Palaeolithic objects including their possible role in aggregation activities, the distinction between decoration and notation, and the interplay between graphic sequences and speech. [ABSTRACT FROM AUTHOR]

This article describes a major capstone course centered on public writing, whose underlying pedagogical principles are transferable to courses across the curriculum. The course aims to strengthen students' mathematical agency and their ability to effectively communicate mathematical ideas. In its unique format, students repeatedly take turns writing articles aimed at a variety of audiences and editing peers' work. Student reflections and survey data demonstrate that this collaborative, active format builds students' confidence in math and writing and their sense of belonging in the mathematical community. The last section offers suggestions for getting started with implementing aspects of this pedagogy. [ABSTRACT FROM AUTHOR]

The primary objective of this study is to examine the statistically homogeneous clustering in the hierarchical arrangement of the use of adverbial clauses for location, recognition, and comprehension of words presented in three-dimensional, rebus, and distorted forms. The study was conducted on a sample of 140 participants. The first subset of participants constituted the experimental group, consisting of 70 deaf students, while the second subset formed the control group, comprising 70 hearing students of the same chronological age. A battery of tests was utilized as a measurement instrument, including the "Test of Writing and Comprehending Adverbial Clauses for Location," "Test of Reading, Writing, and Comprehending Words Presented in Three-Dimensional Form," "Test of Reading, Writing, and Comprehending Words Presented in Rebus Form," and "Test of Reading, Writing, and Comprehending Words Presented in Distorted Form." In the descriptive analysis, frequencies of the total words achieved by both deaf and hearing participants were computed for the different types of measurement instruments employed. To identify the most robust homogeneity of participants concerning the applied variables, non-hierarchical and hierarchical Cluster Analyses were employed. The research results indicate a significant lag in the use of adverbial clauses for location, writing, reading, and understanding words presented in three-dimensional, rebus, and distorted forms among deaf children in comparison to their hearing peers. The Cluster Analysis revealed the most significant linkage between the variable "Number of used adverbial clauses for location" and the variable "Number of recognized words presented in three-dimensional form." This link was clustered with the variable "Number of written words presented in rebus form" and the variable "Number of written words presented in three-dimensional form." An analysis of variance for isolated clusters identified a statistically significant difference in the entire measurement space of adverbial clauses for location, three-dimensional, rebus, and distorted forms of words, with a level of statistical significance at p=0.00. [ABSTRACT FROM AUTHOR]

Research on autistic individuals' writing has long focused on weaknesses in structural complexity, organisation, and perspective-taking skills. More recently, awareness has grown that writing can be a strength, as suggested by research on autistic memoirs. To learn more about how well autistic individuals write when they use language for their own purposes, we turned to autistic-authored blogs. Online word usage patterns were analysed for 30 self-identified autistic bloggers and 30 age and gender-matched non-autistic bloggers, assumed to be neurotypical (NT). In addition, blog content was analysed for the range of topics discussed. Topics were categorised according to broad topics including common hobbies (e.g. sports, arts, crafts), preoccupations (e.g. people, vehicles, food, machines), and academic domains (e.g. belief systems, science, numbers, history). Compared to NT bloggers, autistic bloggers wrote in a more complex manner, as measured by word and sentence length and rare vocabulary. Autistic bloggers often wrote about science or other abstract topics rather than discussing daily life events. These findings suggest that one subset of autistic individuals, those who write blogs, are able to write in a more complex style than their NT peers. This may reflect having an intellectual orientation, or, autistic people with sophisticated writing skills are the ones who choose to author blogs. Raising awareness that some autistic individuals can be strong writers will be of broad help to diverse stakeholders, including educators, clinicians, families and autistic individuals themselves. [ABSTRACT FROM AUTHOR]

Two hundred ninety-eight primary teachers (88% female) from across all Australian states and territories reported on the frequency with which they implemented instructional adaptations for struggling writers in their classrooms. They also rated their preparation and self-efficacy for teaching writing. The majority of participating teachers indicated they provided additional instruction on spelling, capitalization and punctuation, and sentence construction at least once a week or more often. Teachers further reported implementing additional minilessons and reteaching strategies and skills, as well as extra instruction on grammar, handwriting, text structure, revising, and planning on a monthly basis or more often. The majority of teachers reported never or only once a year using adaptations to support digital writing. The frequency with which teachers provided extra instruction on spelling, handwriting, text structure, revising, and computer use differed by grade. Only teachers' perceived efficacy to teach writing made a unique and statistically significant contribution to predicting the use of instructional adaptations for writing and adaptations to support digital writing after controlling for teacher and classroom variables. [ABSTRACT FROM AUTHOR]

The study examined (1) the extent of APA Style writing knowledge and understanding among a purposive sample (N = 118) of incoming MSW students; (2) determined the impact of a structured workshop on their level of APA knowledge; and (3) examined the influence of undergraduate academic major on level of knowledge and understanding of APA Style writing rules. The predominantly White female sample were new enrollees attending the MSW Program orientation. Most were undergraduate psychology, social work, and sociology majors. Other undergraduate majors included child/family studies, history, communications, and interdisciplinary studies. Data were collected using the APA Knowledge and Understanding (AKU) pretest and posttest Survey that includes 18 Likert-style items. The scoring range on the AKU Survey is 1 (Not difficult at all) to 5 (A great extent of difficulty), and the alpha coefficient for the survey items was 0.925. The overall mean pre-test score for the sample was 2.96. Posttest scores following the workshop were significantly improved for all APA study variables, with a combined mean score of 4.36. Undergraduate academic major significantly impacted level of APA knowledge and understanding among the sample (Lambda (162, 729) = 0.119, p =.005). Study results strongly support the use of structured workshops for APA Style writing rules instruction. [ABSTRACT FROM AUTHOR]

Beyond the content of the philosophical work of J. Ferrater Mora, the perspective adopted and its concretion in the style with which he expressed it deserve special attention, even more so because, according to his intention, both go hand in hand. We highlight here five fundamental characteristics in his writing that complement each other (dynamic, interdependent, open, diaphanous, and reasonable), and that underline both the uniqueness and timeliness of his conception of philosophical thought and the writing that reflects it. Characteristics that, beyond the field of philosophy, constitute an invitation and a guide to think critically. [ABSTRACT FROM AUTHOR]

The Individualized Education Program (IEP) should include a summary of the student's current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students' IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K–2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements. [ABSTRACT FROM AUTHOR]

This conceptual article discusses a collaborative approach to building teacher capacity to support multilingual learners in secondary science classrooms. The article advocates for the collaborative analysis of student writing samples and the sharing of pedagogical insights between English language and content area teachers. Samples of student writing are analyzed situationally and linguistically to model how teachers may focus collaborative conversations on language patterns. [ABSTRACT FROM AUTHOR]

Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data (N = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning, drafting, and revising skills. Findings revealed that participants had a high utility value of improving writing in all three skill areas and possessed a variety of underlying motivations, including obtaining further education, seeking future employment, and personal reasons. Participants' age, educational attainment, and reading levels showed relationships with utility value of improving grammar and spelling skills, and age showed an additional relationship to utility value of improving word processing skills. This work extends research on motivation in this population and supports the application of expectancy‐value theory to both adult motivation and writing motivation. [ABSTRACT FROM AUTHOR]

This study aimed to examine the impact of an online writing system (OWS) providing individualized corrective feedback (CF) on learners' self-correction of grammatical errors (GE). It consisted of two phases: the pilot and the formal phases. Four EFL (English as a Foreign Language) Taiwanese university students participated in the study at the pilot phase and 22 at the formal phase. An OWS was developed to provide individualized CF in text modes. The data was collected from learners' four written works, their interview transcriptions, and the teacher's observation at the pilot phase, and from learners' pre- and post-written works, three online works, and a questionnaire at the formal phase. The findings of the study showed that individualized CF provided by the system seemed more beneficial to self-correction of GE for those learners at a higher proficiency level. They applied feedback to self-correction and problem-solving, which enhanced their autonomy development. By contrast, the system seemed less beneficial to lower-level learners' self-correction of GE. In addition, individualized CF seemed to be most beneficial to subject-verb agreement error self-correction, and least beneficial to verb tense correction. Different feedback types and provision modes should be considered when using the developed system to deliver corrective feedback. [ABSTRACT FROM AUTHOR]

This intervention study examined the writing abilities of 1st (ages 6–7) and 2nd (ages 7–8) grade students in the Basque Autonomous Community, utilising Basque, Spanish, and English. We compared two distinct teaching methodologies: the PYCTO methodology, which employs a multilingual approach for teaching writing across the three languages, and the traditional monolingual approach, focusing on one language only. 873 compositions written in these languages were analysed using quantitative methods. Lexical richness was evaluated using analytic measures, while holistic measures assessed overall writing competence in four dimensions. The results indicated that students taught using the PYCTO methodology significantly outperformed those taught with the traditional monolingual approach in both 1st and 2nd grades. This finding underscores the effectiveness of multilingual teaching methods over the conventional monolingual approach, suggesting that integrating various known languages in teaching offers substantial benefits in language learning. [ABSTRACT FROM AUTHOR]

Writing is an essential skill that people use throughout their lifetime. Although previous systematic reviews and meta-analyses had reviewed the effect of writing interventions on students with learning disabilities and English learners, we know little about the effective writing process-types interventions for English learners with or at risk for learning disabilities (ELs with LD). Therefore, this systematic review identified and synthesized seven writing intervention studies that include ELs with LD. We further analyzed participant characteristics, interventionist characteristics, instructional methods, and intervention outcomes across studies. The result showed the scarcity of quantitative intervention studies in the area. Some commonly implemented intervention elements are identified and discussed, as well as implications, limitations, and future directions. [ABSTRACT FROM AUTHOR]

In many classrooms across the globe, students are expected to comprehend and produce handwritten and computer-generated texts as soon as they start school. As we progress towards digitalisation in education, it has become necessary to understand the effects of writing modality on students' literacy performance and development. The current meta-analysis integrates findings from 22 international studies involving 6168 participants, comparing the effects of handwriting and keyboarding on the writing and reading performance of primary-aged students. Moderator analyses were executed to determine if grade level, keyboarding experience, timed measurement of letter writing, types of tasks measuring letter writing fluency, and study design moderated modality effects on writing outcomes. Results revealed a significant effect size when comparing writing quality between handwriting and keyboarding, with students producing better quality passages via handwriting than keyboarding (ES = 0.53). Results also revealed that only grade level significantly moderated the effect size for letter writing fluency and written word production. Findings indicated that handwriting and keyboarding practices are associated with improvements on specific reading skills in primary education, with no clear superiority of modality. We discuss implications for literacy research and teaching both locally and globally. [ABSTRACT FROM AUTHOR]

While research consistently demonstrates that young children learn best through play and social interactions, this developmental insight is not often reflected in current classroom curricula. Through action research, I examined how a play‐based kindergarten environment could impact student writing and writing engagement. This article specifically focuses on two students from the class, Matthew and Liam. Using observations, semi‐structured interviews, and student artifacts evaluated using a developmental writing rubric, findings indicate that the play‐based approach led to increased interest and engagement in writing activities, as well as improvements in writing skills. These results suggest that integrating play into the early childhood curriculum can create authentic writing experiences, fostering development and enthusiasm in young writers. [ABSTRACT FROM AUTHOR]

The introduction to this special issue argues that the manuscripts reveal how qualitative research occurs in the writing. The variety of articles in the special issue demonstrate the multifaceted ways that qualitative research can be done. Qualitative research is never neutral and thus writing precedes the research process and plays a crucial role in the constructing the research itself. [ABSTRACT FROM AUTHOR]

This paper explores the possibilities of engaging in playful interactions with ancestral forces, expanding the boundaries of academic writing. Specifically, it examines the interplay between writing and inquiry, emphasizing play as a means of communion with both human and nonhuman ancestors, fostering vulnerable listening within academic discourse. Departing from conventional productivity-centric writing approaches, the paper advocates for a paradigm wherein writing responds to curiosity, evoking play, and imagination, while also embracing experimentation and learning. This conceptual shift envisions writing as a dynamic companion, extending its engagement beyond human ancestors through a posthuman theoretical perspective. Similar to play, writing emerges from interactive experiences, offering a conduit for establishing profound connections with the external world. Engaging with ancestral figures through playful frameworks necessitates embodied practice, encompassing sensory, emotional, and sociocultural dimensions. The paper employs practices of storytelling, metaphors, and nonlinear narratives in an exploration of three nonhuman ancestors in particular: moths, ladders, and trees. [ABSTRACT FROM AUTHOR]

My grandmother grew watermelons, and a childhood spent helping her taught me a lot about writing, and about writing qualitatively. Neighboring farmers laced soil with fertilizers that accelerated growth but thickened the rind and softened the meat. Others pulled fruit from the vines before ripening, producing soft rinds and bland, mealy fruit. She'd cluck her tongue and say, "Watermelons don't sweeten off the vine." Writing and watermelons have a lot in common. When I first started writing academically, I invested significant time and energy in fancy words, convoluted ideas, and a desperate pace to publish, not perish, and what grew was thick, mushy, and sour. In my efforts to hurry and finish one project only to start another, I snatched words and thoughts hurriedly. Writing doesn't sweeten off the vine, either. When we harvested melons, my grandmother's careful attention meant rinds thumping with sticky, sugary sweetness. The deep red meat nearly pulsed with the love sown into the soil. Writing qualitatively is like that: daily care, refusal to cut corners, savoring process and product. When writing creates the same satisfaction, purpose, and laughter in my heart and gut that my grandmother's watermelons always did: that is to write qualitatively. [ABSTRACT FROM AUTHOR]

This article outlines the author's workshop in Styles of Qualitative Writing and Reporting, an in-person and online course commissioned by the qualitative research consulting and professional development organization, ResearchTalk. The six clock hour offering provides in-service professionals and graduate student participants writing experiences with up to nine different styles of qualitative reportage: Descriptive and Realistic, Analytic and Formal, Interpretive, Confessional, Reflexive, Critical and Advocacy, Literary Narrative, Autoethnographic, and Poetic. Participants receive an overview of each style, accompanied with brief examples from the scholarly literature. Ten to 15-min blocks of writing time are provided throughout for writers to document and experiment with a current research project's manuscript, an unpublished thesis or dissertation, or a data base awaiting analytic review. Reading aloud and receiving peer feedback provide writers rapid assessment of their work in progress with ideas for further development. The article describes the primary content of each writing module and its accompanying writing prompts and feedback frame. The workshop also discusses recommended titles for writing resources, strategies for maintaining effective writing habits, and reflections on the legacy of a writer's work. This article is structured as a curriculum design for other facilitators and educators to adapt and utilize with their students. [ABSTRACT FROM AUTHOR]

In this paper, we seek to intervene in the proposition that there are recognisable or abstract-able modes of doing qualitative writing, and instead affirm that writing from a feminist scholarly perspective is often an embodied, domestic, haptic and serendipitous gesture. Occurring in in-between spaces and moments, in which personal and professional life frequently meld, with porous boundaries, our writing practices appear to talk back rhetorically to the notion of writing qualitatively. What are the qualities of qualitative writing? Within education (our field) quality can seem to masquerade as a measurable, generalizable thing, implying a 'gold standard' or that different writing practices or products can or should be compared or ranked. For us, writing is frequently encountered as serendipitous, messy and intricately entwined with daily life at numerous scales. This is not to suggest that writing magically takes shape, but rather it is un-abstract-able from daily routines, situations and energies at local and global scales. In the middle of these situations, writing happens when it takes precedence, at whatever cost that might be to bodies, relationships and domestic schedules. Working with a range of feminist philosophers, we draw the temporal, situated, mattering of writing into focus. This paper engages in non-linear story-telling about the processes of our collaborative writing of this paper. We are particularly inspired by Stewart's (2007:75) approach to writing to convey moments of ordinary life, which she describes as 'a circuit that is always tuned into some little something, somewhere. A mode of attending to the possible and the threatening'. We dwell upon the somethings and the somewheres as a means to draw out the temporal passing by of life in all its messiness, as a piece of writing comes together, tracing moments of shimmering intensity and mundane frustration and distraction throughout the work. [ABSTRACT FROM AUTHOR]

A consistent pattern emerges where African American students' scores lag behind their counterparts on both national and state literacy assessments. One possible explanation is rooted in the fact that approximately 80% of African American students speak African American English, which differs from the General American English, the language expected to be used within educational settings. African American English encompasses distinct phonological and grammatical (morphosyntactic) features compared to General American English. This paper aims to delineate the differences between these two languages, review research on African American English, and explore the prevalence of bidialectal or multidialectal abilities among African American students. Additionally, it will address research indicating that many teachers and teacher educators lack awareness of African American English, leading to a deficit-oriented perspective that views African American English as a linguistic deficiency rather than a linguistic difference. [ABSTRACT FROM AUTHOR]

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This article presents the findings of a study in which college freshman reflected on the process of writing a literacy narrative and considered the impact of such writing on their narrative identities. The author synthesizes existing scholarship on literacy narratives, discusses the methodology of interpretive phenomenological analysis utilized, and highlights the pedagogical choices that writing instructors can make to utilize this assignment to support academic confluence based on the findings. [ABSTRACT FROM AUTHOR]