Even though the majority of teachers believed writing to be important for success in their disciplines and feasible to integrate into their classrooms, they reported that teaching students with delaye

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• A Pilot Study of Sentence Writing Instruction for a First Grader with a Learning Disability (2026) · doi

  Future studies of this intervention should use a more robust design like multiple probe across participants to assess its effectiveness for multiple students. A more diverse partic- ipant sample would also broaden results as students with different language or cultural backgrounds may respond differently to the current intervention or require different adaptations to capture writing growth. Including transcrip- tion instruction in tandem with sentence writing instruction could produce greater growth in sentence length and com- plexity as transcription constrains composition, especially for young writers (Quinn & Rohloff, 2025). Instruction in sentence writing can improve the length, accuracy, and complexity of sentences for elementary grade students with disabilities (Datchuk & Dembek, 2018). Explicitly teaching parts of a sentence, self-monitoring skills, and providing ample practice opportunities is critical for building foundational writing skills that enable students to write connected text. While a robust writing program should address all areas of writing and written language, it is possible to effect change in mechanics over a relatively brief period of time. Supplementary Information The online version contains supplementary material available at h t t p s : / / d o i . o r g / 1 0 . 1 0 0 7 / s 1 0 6 4 3 - 0 2 6 - 0 2 2 0 7 - 7. Funding This work was funded by a grant from the U.S. Department of Education Institute of Education Sciences Research Training Pro- gram in Special Education: Early Career Development and Mentoring (R324B230030) awarded to the author.

  Keywords: writing students sentence instruction education intervention robust multiple different language growth length skills supplementary future
• Identifying Core Linguistic Factors for Effective Writing: Basis for the Development of Contextualized Activities for Grade V Learners (2026) · doi

  The developed materials may also be enhanced through improved design, durability, and digital versions, and future studies may examine similar contextualized writing interventions across other grade levels and contexts. Consequently, the findings are limited to the participants, context, and scope of the study and may not fully represent learners from other grade levels, schools, or learning environments.

  Keywords: grade levels developed materials enhanced improved design durability digital versions future examine similar contextualized writing
• Collaborative Story Construction via the Exquisite Corpse Game to Improve EFL Narrative Writing Performance (2026) · doi

  Despite its contributions, this study has limitations. It was conducted in a single classroom setting with a relatively small sample limit size, the generalizability. intervention period was limited, preventing analysis of long-term effects on writing development. may Additionally, which effects research should of investigate

  Keywords: effects despite contributions limitations conducted single classroom setting relatively small sample limit size generalizability intervention
• A National Survey of Teachers of the Deaf on Disciplinary Writing (2018) · doi

  Even though the majority of teachers believed writing to be important for success in their disciplines and feasible to integrate into their classrooms, they reported that teaching students with delayed expressive and receptive language, diverse reading levels, and limited knowledge of academic language presented challenges.

  Keywords: language even though majority teachers believed writing important success disciplines feasible integrate classrooms reported teaching