Describing multifaceted writing interventions, including activities for students and teachers and design principles for the focus and mode of instruction

Abstract

In order to enable a comprehensive evaluation of the outcomes of writing interventions for scientific replication and theory development, it is crucial to offer a detailed explanation of the design principles that underpin an intervention and the operationalization of such intervention. A thorough explanation of a writing intervention is also necessary from a more practical perspective to promote its diffusion and the successful implementation of the intervention in real-world contexts. We provide a framework for the methodical reporting of the design concepts driving diverse intervention programs as part of the scope of this study. The following are some of this framework's distinguishing features:
 The division of design principles according to focus and mode of instruction
 The systematic description of how these principles are incorporated and operationalized into learning and teaching activities
 The systematic description of the professional development needed by teachers in order to carry out the teaching activities
 This paradigm is illustrated with a practical example of an intervention we designed, carried out, and evaluated in Dutch elementary schools. We created the intervention, carried it out, and tested it. Reviewers, other researchers, and educational professionals can easily understand the essential components of writing interventions thanks to this study's framework. The framework also ensures that an intervention will have all required components in the most efficient way feasible. Additionally, this paradigm type makes it much simpler to compare treatments in various contexts and countries.