Write, talk and rewrite: the effectiveness of a dialogic writing intervention in upper elementary education

Abstract In this research, we developed and empirically tested a dialogic writing intervention, an integrated language approach in which grade 5/6 students learn how to write, talk about their with peers, rewrite. The effectiveness of intervention was experimentally ten classes from eight schools, using pretest–posttest control group design. Classes were randomly assigned the (5 classes; 95 students) or 115 students). Both groups followed same lessons wrote four argumentative texts sustainability. For each text, draft version, they discussed three students. Based on these peer conversations, revised text. received additional support foster including conversation chart for practice-based professional development program teachers. Improvements measured by task (same genre, but different topic; near transfer) instructional (different genre far transfer). Text quality holistically assessed benchmark rating procedure. Results show that our significantly improved students’ skills (ES = 1.09), effects not automatically transferable another genre. results conclude is promising teach write are more persuasive readers.