Robyn Miller

The writing achievement, metacognitive knowledge of writing and motivation of middle-school students with learning difficulties

This chapter reports on the writing achievement, writing-related metacognition and motivation of students with learning difficulties. The students were in the middle years of schooling (Years 5, 6 and 7 in primary school and Years 8 and 9 in English in high school). The study examined how the students performed at pre-implementation, post-implementation and follow-up following an intervention based on the WriteIdeas Model that was provided by their teachers. The study–s outcomes indicated that the teachers were effective in implementing units and lessons involving the WriteIdeas Model and that the students– writing achievement and metacognitive knowledge about themselves as writers were positively influenced.