Developing evidence-based practice through use of a developmental model of writing.
Lead Research Organisation:
Oxford Brookes University
Department Name: Faculty of Health and Life Sciences
Abstract
Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.
Publications
Alstad Z
(2015)
Modes of Alphabet Letter Production during Middle Childhood and Adolescence: Interrelationships with Each Other and Other Writing Skills
in Journal of Writing Research
Connelly, V Dockrell J.E.
(2015)
Handbook of Writing Research, 2nd Edition
Connelly, V.;
(2015)
Reading Intervention: Research to Practice to Research. (
Critten S
(2014)
Inflectional and derivational morphological spelling abilities of children with Specific Language Impairment.
in Frontiers in psychology
Dockrell J
(2014)
Assessing children's writing products: the role of curriculum based measures
in British Educational Research Journal
Dockrell J
(2013)
The role of oral language in underpinning the text generation difficulties in children with specific language impairment
in Journal of Research in Reading
Dockrell, J.E., Connelly, V. Lindsay, G. Mackie, C.
(2012)
Learning to write effectively. Current trends in European research.
| Description | Through a series of collaborative workshops and conferences, researchers, teachers and education professionals worked together to examine barriers to effective writing in children, translate research-based tools into classroom practice and exchange information about innovative evidence-based effective practice. This resulted in the growth of capacity to tackle writing related issues in teachers and researchers and the development of resources and materials that have been widely distributed. There has been immediate regional impact with evidence-based changes to practice reported by advisory teachers in the region, evidence of wider national impact through the reports of our conference attendees and growing international impact through increasing visitors to our website, requests for information and international dissemination. The involvement of our partners in the project has built a strong partnership that is now continually raising questions for both research and practice. Our evidence based CBM assessment tool is actively being used by teachers. This project has helped us refine this tool and we have also trained other researchers internationally to use it in their practice. Issues raised during knowledge exchange activities have resulted in a series of new research questions, contributed to our publications and the conceptualisation of a writing intervention application. Demand from teachers and advisors for further engagement has led to funding being secured to present more day conferences for a wider nationally based audience. In sum the project has served to enhance the capacity of UK educators to use evidence-based approaches to the teaching of writing and the reach of the project continues.Thus, this project has underlined the urgent need for us to continue to challenge current conceptualisations of the writing process in classroom contexts, further encourage use of the developmental model of writing and to continue to provide practitioners with the needed skills to support their practice. Key issues prioritised by the teachers were writing in the transition between primary and secondary schooling, reliable and rapid assessment of progress in writing, spelling and handwriting and children with writing difficulties. Feedback from the teachers has shown that the workshops have improved their capacity to tackle these issues themselves through drawing on evidence-based research and reflecting on their own experience. |
| Exploitation Route | 1) Partner Workshops on supporting effective teaching of writing. Three series of partner workshops with regional partners taking part in each workshop (Partners were teachers, LA professionals, SEN teachers and advisors across 5 LA's). The focus of these sessions was knowledge exchange between the researchers and partners. We used partnership principles for the workshop series. Partners brought ideas, expertise and knowledge about teaching writing in the classroom and the challenges and barriers they faced in supporting effective teaching of writing. The researchers contributed their knowledge of reliable and valid assessments and effective interventions for writing, conceptual tools (such as our developmental framework of writing) and physical tools (such as our digital writing tablets and curriculum based measurement protocol). We were careful to design the workshops to integrate with the practitioners' cultural and organisational environment. Partnering generated the capacity to reflect, inform and integrate practice and research on both sides. The activities developed by the research team supported partners in reflecting on their practice, using evidence-based knowledge and tools in their teaching and the production of a variety of materials that could inform their practice in the teaching of writing more widely. The researchers used the sessions to enhance and refine their assessment and intervention materials to ensure they were valid in classroom contexts and for teachers with varying levels of expertise. 2) Curriculum Based Measures of Writing Tool Assessment was a key concern of our partners and so we actively tested and further developed our CBM measure of writing. We received feedback on the efficacy of the measure and all the teachers used it in their practice and with their colleagues in schools/LAs. In partnership we produced a teacher friendly manual on CBM for dissemination at the plenary conference. 3) Survey of writing packages in schools A comprehensive survey of writing packages in common use in schools in England was also produced with our partner's full contribution (ROS). This useful tool provides teachers with a single document illustrating the range of the many writing packages available to teachers. The review demonstrated the lack of research evidence underpinning the packages. 4) Web pages to disseminate materials We also disseminated, reviewed and produced research based materials on the teaching of writing in the workshops, at the plenary conference and on our website (http://psych.brookes.ac.uk/ewsc/) Some of these were reviews published from the USA and were not known in the UK. Our own publications and presentations from the conferences and workshops are on the website available for download. The partner workshops involved staff from 19 primary schools, including headteachers, special LA advisory teachers, inclusion advisors and PCT staff. Workshop evaluation indicated that as a direct result of the workshops the majority of partners (77%) had instigated evidence-based practices in their approach to the teaching of writing and that all indicated ways they intended to use such approaches in the near future. In particular all the advisory teachers reported that they have shared it across other staff in the LA. All classroom teachers took the opportunity to use CBM methods in their own teaching through evaluating their own classes and discussing the results in the workshops. Eighty Eight per cent of workshop partners stated they had immediate plans to continue to use CBM in their practice. Teacher feedback indicated that the conceptual tools, assessment tools, research reviews and writing packages survey developed in the project all contributed positively to the partners work in influencing colleagues to take an evidence based approach to the development of writing in children. |
| Sectors | Digital/Communication/Information Technologies (including Software),Education,Other |
| URL | http://psych.brookes.ac.uk/ewsc/ |
| Description | Through a series of collaborative workshops and conferences, researchers, teachers and education professionals worked together to examine barriers to effective writing in children, translate research-based tools into classroom practice and exchange information about innovative evidence-based effective practice. This resulted in the growth of capacity to tackle writing related issues in teachers and researchers and the development of resources and materials that have been widely distributed. There has been immediate regional impact with evidence-based changes to practice reported by advisory teachers in the region, evidence of wider national impact through the reports of our conference attendees and growing international impact through increasing visitors to our website, requests for information and international dissemination. The involvement of our partners in the project has built a strong partnership that is now continually raising questions for both research and practice. Our evidence based CBM assessment tool is actively being used by teachers. This project has helped us refine this tool and we have also trained other researchers internationally to use it in their practice. Issues raised during knowledge exchange activities have resulted in a series of new research questions, contributed to our publications and the conceptualisation of a writing intervention application. Demand from teachers and advisors for further engagement has led to funding being secured to present more day conferences for a wider nationally based audience. In sum the project has served to enhance the capacity of UK educators to use evidence-based approaches to the teaching of writing and the reach of the project continues.Thus, this project has underlined the urgent need for us to continue to challenge current conceptualisations of the writing process in classroom contexts, further encourage use of the developmental model of writing and to continue to provide practitioners with the needed skills to support their practice. Key issues prioritised by the teachers were writing in the transition between primary and secondary schooling, reliable and rapid assessment of progress in writing, spelling and handwriting and children with writing difficulties. Feedback from the teachers has shown that the workshops have improved their capacity to tackle these issues themselves through drawing on evidence-based research and reflecting on their own experience. |
| First Year Of Impact | 2012 |
| Sector | Education,Other |
| Impact Types | Policy & public services |
| Description | DfE advisory group - what works in SEN support in mainstream provision |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Invited to be be a member of an Department for Education research advisory committee on school SEN support in mainstream provision regarding the teaching of writing. A Rapid Evidence Assessment and a Case Study Report was produced and the committee advised on the content. Content from the case study report, the REA and the schools/colleges survey will all feed into the accessible teaching resource. Using the resource, teachers will be able to look up strategies/approaches to help support children with SEN with clear statements about the different standards of evidence available. |
| URL | https://www.gov.uk/government/publications/special-educational-needs-support-in-schools-and-colleges |
| Description | Impact on Regional Teaching of Writing in Primary and Secondary Schools in UK |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | Through a series of workshops and conferences, researchers, teachers and education professionals collaborated to examine barriers to effective writing in children, translate research-based tools into classroom practice and exchange information about evidence informed approaches to assessment and intervention. This resulted in the growth of the teachers' capacity to identify and address profiles of writing performance and the researchers' awareness of the resources and materials required in practice. Materials were developed and distributed nationally and internationally. There was immediate regional impact with evidence-based changes to practice reported by advisory teachers in the region, evidence of wider national impact through training and conference presentations and growing international impact through increasing visitors to our website, requests for information and international training and dissemination. The relationships with our partners have been enhanced by ongoing dialogue. Our evidence based CBM tool is actively being used by teachers. This project has helped refine this tool and identify strengths and limitations in its use. We have also trained other researchers internationally to use it in their practice. Issues raised during knowledge exchange activities have contributed to our publications and the potential for designing a viable writing intervention project. Demand from teachers and advisors for further engagement led to funding being secured to present more events for a wider nationally based audience. Our scientific impact has increased our UK and international research collaborations. Our societal impact has served to enhance the capacity of UK educators to use evidence-based approaches to the teaching of writing, provided a useable model of how the writing process breaks down and how practitioners might monitor writing progress in the classroom more efficiently. The long term reach and significance of the project continues. |
| Description | Enhancing writing skills in children future conference funding |
| Amount | £8,440 (GBP) |
| Organisation | Oxford Brookes University |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 10/2012 |
| End | 01/2013 |
| Description | Collaboration with Coventry University to develop writing interventions. |
| Organisation | Coventry University |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | One of our plenary conference speakers was Professor Clare Wood at Coventry University. As a result of this a collaborative partnership has developed. For example, this has led to the production of a submitted ESRC Outline Proposal for a Large Grant (ES/L006596/1) "The International Centre for Educational Research and Intervention (I-CERI)" with Coventry University Health and Life Sciences and ourselves. |
| Start Year | 2013 |
| Description | Children challenged by Writing |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Lecture to 15 teachers/specialist advisors/specialist teachers undertaking the MA in SpLD organised by Special Educational Needs Joint Initiative for Training (SENJIT). Lecture requested from course organiser after attending plenary conference organised as part of ESRC grant. Request to use CBM measure in schools in London. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Children challenged by writing |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Lecture to 26 teachers/specialist advisors/specialist teachers undertaking the MA in SpLD organised by Special Educational Needs Joint Initiative for Training (SENJIT). Lecture requested from course organiser after attending plenary conference organised as part of ESRC grant. Further lecture requested to other teachers in London. Request for copies of CBM measure to use in classrooms. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Children challenged by writing: The writing difficulties of children with specific language impairment and dyslexia |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | Invited lecture at COST Action IS0703 ERN-LWE Final Conference. University of Poitiers, France including to EU policymakers/parliamentarians Prof Michel Fayol. University Clermont Ferrand, France. Has asked us to join in a ORA collaborative research programme application joining a US team, a German team, a Dutch team and a French team for a cross linguistic study of writing |
| Year(s) Of Engagement Activity | 2013 |
| Description | Struggling to Write. The challenges faced by children with language and literacy difficulties when composing text. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Keynote Lecture to Dyslexia Action Annual Conference on 4th July 2013 Invitation to write article for Dyslexia Action magazine for practitioners. |
| Year(s) Of Engagement Activity | 2013 |
| Description | The writing difficulties of children with specific language impairment |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Presentation at European Association for Research on Learning and Instruction (EARLI) Special Interest Group on Writing, University of Porto. A Marie Curie post doc position has been bid for to compare the use of the CBM in Spanish, Catalan and English with A researcher at Porto who would be based in Madrid and Oxford Brookes. |
| Year(s) Of Engagement Activity | 2012 |
| Description | The writing difficulties of children with specific language impairment. |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Handwriting in the UK. Queen Margaret University, Edinburgh. Invite to present talk to teachers in London |
| Year(s) Of Engagement Activity | 2013 |
| Description | Using curriculum-based measurement to assess writing development |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Presentation at EARLI Special Interest Group: Writing, Porto. Further work planned on using CBM in other studies with researchers in France |
| Year(s) Of Engagement Activity | 2012 |
| Description | Workshop 1 : writing practices in classrooms |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Part of the Enhancing Writing Skills in Children Writing Workshop Series 2012 The workshops were designed to follow and build on a successful project investigating the writing profiles of children with specific language impairment (SLI) funded by the Leverhulme Trust. This project was notable for the use of digital writing tablets to collect data on writing development thus opening up a whole new understanding of how language and spelling problems inhibit the fluent production of written text. We ran a series of partner workshops with school and Local Authority (LA) staff reflecting on and developing practice, developing teaching materials and other resources and enhancing their own research capacity. Partners were very positive about the workshops and commented on how they had made an impact on their practice. One teacher wrote how the research evidence discussed had "made me consider more closely which teaching approaches would have the biggest impact on progress. As a result I have used peer assessment and peer editing within lessons." Teacher feedback indicated that the workshop experience contributed positively to their work in influencing colleagues to take an evidence based approach to teaching writing. One teacher, for example, trialed teaching typing skills to lower achieving children in their school and assessed the number of words they could type at the beginning of the year and the end of the year to see if the intervention had any impact. Another school, using the writing package, implemented Clicker 6 software to support pupils with SEN and stated this helped many children make accelerated progress. Therefore, we can be confident that the workshops have had a strong impact at the regional level. Follow up work with partners has led to a series of further collaborations. This includes further training sessions on the CBM for specialist teachers, giving talks at schools and other education related meetings and conferences, producing professionally related articles, organizing further conferences and giving keynote presentations. |
| Year(s) Of Engagement Activity | 2012 |
| Description | Workshop 2 : assessing writing in the classroom |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Part of Enhancing Writing Skills in Children Writing Workshop Series 2012 The workshops were designed to follow and build on a successful project investigating the writing profiles of children with specific language impairment (SLI) funded by the Leverhulme Trust. This project was notable for the use of digital writing tablets to collect data on writing development thus opening up a whole new understanding of how language and spelling problems inhibit the fluent production of written text. We aimed to support professionals and build their capacity to use evidence informed assessments and interventions to enhance children's writing skills. We ran a series of partner workshops with school and Local Authority (LA) staff reflecting on and developing practice, developing teaching materials and other resources and enhancing their own research capacity. Partners were very positive about the workshops and commented on how they had made an impact on their practice. One teacher wrote how the research evidence discussed had "made me consider more closely which teaching approaches would have the biggest impact on progress. As a result I have used peer assessment and peer editing within lessons." feedback indicated that the workshop experience contributed positively to their work in influencing colleagues to take an evidence based approach to teaching writing. One teacher, for example, trialed teaching typing skills to lower achieving children in their school and assessed the number of words they could type at the beginning of the year and the end of the year to see if the intervention had any impact. Another school, using the writing package, implemented Clicker 6 software to support pupils with SEN and stated this helped many children make accelerated progress. Therefore, we can be confident that the workshops have had a strong impact at the regional level. Follow up work with partners has led to a series of further collaborations. This includes further training sessions on the CBM for specialist teachers, giving talks at schools and other education related meetings and conferences, producing professionally related articles, organizing further conferences and giving keynote presentations. |
| Year(s) Of Engagement Activity | 2012 |