SRSD interventions on writing have shown to be effective across a myriad of contexts and populations. Less is known, however, about their effectiveness for improving the writing skills of disadvantaged children, relative to their efficacy with other types of students. This is important, because low-SES children have been found to often display poor levels of written composition, which is key to preventing school failure. This study thus aimed to test the efficacy of an SRSD program for opinion essay writing in low- and mid-high SES classrooms. Participants were 645 children, attending 2nd and 4th grade classrooms, who were quasi-randomly assigned to the experimental (SRSD) or to the control condition. Children were assessed at pre- and post-test, where measures of text productivity, structural elements, and text quality were obtained. In addition, children’s text spelling accuracy and reading comprehension skills were evaluated to test for developmental cascading effects. Children in the SRSD condition outscored the control group in all outcomes, regardless of their SES background. Moreover, some children in the SRSD group improved reading comprehension, but this added benefit was only observed in the mid-high-SES children. No group made gains on spelling accuracy at posttest. We discuss the theoretical and educational implications of our findings.

SRSD关于写作的干预措施已在多种情况和人群中证明是有效的。然而，相对于他们对其他类型学生的学习效果，他们对于提高处境不利儿童的写作技巧的效果知之甚少。这一点很重要，因为发现低SES儿童经常表现出较差的书面作文，这是防止学业失败的关键。因此，本研究旨在测试SRSD程序在中低SES教室中发表意见论文的功效。参与者为645名儿童，他们分别在2年级和4年级的教室里就读，他们被随机分配到实验（SRSD）或控制条件下。在测试前和测试后对儿童进行评估，从而获得文本生产力，结构元素和文本质量的度量。此外，对儿童的文本拼写准确性和阅读理解能力进行了评估，以测试其级联效应。不论其SES背景如何，处于SRSD状况的儿童在所有结局方面的得分均高于对照组。此外，SRSD组中的一些儿童提高了阅读理解能力，但这种增加的益处仅在中高SES儿童中观察到。在后期测试中，没有小组在拼写准确性上有所收获。我们讨论了我们发现的理论和教育意义。但是这种增加的益处仅在中高SES儿童中观察到。在后期测试中，没有小组在拼写准确性上有所收获。我们讨论了我们发现的理论和教育意义。但是这种增加的益处仅在中高SES儿童中观察到。在后期测试中，没有小组在拼写准确性上有所收获。我们讨论了我们发现的理论和教育意义。