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Writing intervention: A comprehensive program for primary school children

Published online by Cambridge University Press:  03 June 2020

Antonio Iniesta  and
Francisca Serrano
Antonio Iniesta
Affiliation:
Research Center for Mind, Brain and Behavior, Faculty of Psychology, University of Granada, Spain
Francisca Serrano*
Affiliation:
Research Center for Mind, Brain and Behavior, Faculty of Psychology, University of Granada, Spain
*
*Corresponding author. Email: fdserran@ugr.es
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Abstract

This article describes an intervention program to improve writing skills, intended to be a useful tool for everyday remedial work in primary school. The design was based on an initial review of the approaches most often used for writing intervention and identification of the main concerns for such intervention; namely, the use of direct and explicit instructions, the importance of feedback, recommended levels of intervention, the main content to consider, and use of motivating activities to get the student engaged or even to enjoy the intervention. All these considerations guided decision making about the appropriate features that would ensure an effective intervention in children with general and specific writing difficulties. The intervention program follows evidence-based practice strategies and may be useful for educational professionals in primary school, acknowledging that the program needs to be experimentally evaluated.

Keywords

writinginterventiondifficultiesevidence-based strategiesprimary school
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 30 , Issue 2 , December 2020 , pp. 255 - 263
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Copyright
© The Author(s) 2020. Published by Cambridge University Press

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