ABSTRACT This study investigated teacher implementation of a technology-based writing intervention package with embedded Universal Design for Learning features. Three teachers at a private school in the Eastern United States provided instruction to 65 elementary and secondary students. Changes in both writing quantity and quality from pretest to posttest with the intervention and from pretest to delayed posttest without the intervention are reported. The study extends previous research by also examining the changes in student performance among the disaggregated writing quality elements at different testing times. The results show that all students demonstrated statistically significant improvements in the number of transition words and holistic writing quality that were maintained even when the technology-based writing intervention was removed. While both elementary and secondary students demonstrated improved quality of writing, elementary students also increased how much they wrote. Improved elements of persuasive writing quality included Identify the Opinion, Determine Reasons, and Explain Why or Say More. The areas that could be further improved included Summarize and Word Selection. Student outcomes in this study demonstrate the versatility of the technology-based writing intervention. Authors discuss how looking at targeted elements of a writing quality measure has implications for instructional practice.
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