Renee E L de Kruif

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We examined the effectiveness of a metacognitive intervention for written language performance, based on the Hayes model of written expression, for 73 fourth-grade (n = 38) and fifth-grade (n = 35) students. The intervention consisted of twenty 45-min writing lessons designed to improve their awareness of writing as a problem-solving process. Each of the(More)
The purpose of this study was to provide a reliable and valid classification scheme for written expression that captured the linguistic variability present in a typical elementary school sample. This empirically derived classification model was based on the following linguistic-based writing skills: (a) understandability of discourse, (b) grammar, (c)(More)
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