Supporting Written Expression in Secondary Students With a Series of Procedural Facilitators: A Pilot Study

Abstract

Written expression is a critical component of the academic curriculum that is needed across content areas and grade levels. Despite the importance of writing, secondary students are struggling to write effectively across the phases of written expression, beginning with prewriting. This research sought to support students' written expression and sustain their written expression improvements by gradually reducing the amount of support provided by procedural facilitators. This study presented 3 procedural facilitators from the most to the least support to 54 eighth-grade students. Results indicated that the procedural facilitators significantly supported written expression. When the amount of support was gradually reduced, students maintained their improved written expression through posttest measures.