Instruction and Assessment for Struggling Writers Evidence-Based Practices.

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Linguistic features in writing quality and development: An overview (2020, background): “In terms of L1 text quality, for children specifically, research has demonstrated that greater syntactic complexity in written texts equates to better increased writing scores (Benson & Campbell, 2009; Klecan-Aker & Hendrick, 1985).”
The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing (2013, background): “…expected to compose texts to demonstrate, support, and deepen their knowledge and understanding of themselves, their relationships, and their world (Bangert-Drowns, Hurley, & Wilkinson, 2004; Graham, 2006; Graham & Perin, 2007a, 2007b, 2007c; Keys, 2000; Shanahan, 2009; Sperling & Freedman, 2001).”
Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation (2011, background): “N IH -PA Author M anuscript N IH -PA Author M anuscript N IH -PA Author M anuscript Shanahan, 2009), require child writers to re-construct syntactic structures in a flexible manner to express the same meaning with less words and new syntactic constructions.”