ABSTRACT
Through both theoretical accounts and empirical studies, it is widely understood that writing is a complex process (Lienemann, Graham, Leader-Janssen, & Reid, 2006); therefore, determining effective instructional strategies for teaching writing and implementing writing instruction are challenges for many teachers. Nonetheless, writing is an important skill that all children need to develop. It is the primary tool for expressing knowledge and one of the main response outputs that teachers use to assess their students’ educational performance (Graham & Harris, 2004). Because students use writing to collect and organize material, share and remember information and, ultimately, acquire and demonstrate knowledge, the academic development of students with writing difficulties is at risk (Graham & Harris, 2005).
