Abstract Writing is a critical skill to develop, but many students are not proficient writers. Limited research exists about writing interventions, particularly interventions that are resource-efficient (e.g., provided by non-educators and in a small-group format) and can be used during early elementary school. This study evaluated an evidence-based writing intervention that was implemented by paraprofessionals with small groups of second-grade students with writing difficulties. Using a multiple-baseline design, participants’ performance was assessed with six different writing measures. Findings showed that participants made promising improvements in writing quality and production, inconsistent improvements in story elements, and minimal improvements in curriculum-based measures of writing (e.g., correct writing sequences). Data evidenced sound social validity and usability for the intervention. Limitations, future research directions, and implications are discussed in terms of developing and delivering resource-efficient writing interventions, as well as challenges with monitoring students’ progress in writing.

中文翻译：

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对辅助专业人员向二年级学生提供的资源有效写作干预的评估

摘要 写作是一项需要培养的关键技能，但许多学生并不擅长写作。关于写作干预的研究有限，特别是资源效率高的干预（例如，由非教育工作者以小组形式提供）并可在小学早期使用。本研究评估了由辅助专业人士对有写作困难的二年级学生小组实施的循证写作干预。使用多基线设计，参与者的表现通过六种不同的写作措施进行评估。结果表明，参与者在写作质量和生产方面取得了有希望的改进，故事元素的改进不一致，而基于课程的写作措施（例如，正确的写作顺序）的改进很小。数据证明了干预的良好社会有效性和可用性。从开发和提供资源高效的写作干预措施以及监控学生写作进度的挑战方面讨论了局限性、未来的研究方向和影响。