Expository writing may be especially difficult for elementary grade students due to lack of background knowledge and unfamiliar text structures. A text structure writing intervention aimed at teaching students to write informational text using text structures has been shown to have promise for improving the informational text writing of upper elementary grade students using small group instruction (Reading and Writing, 31, 2115–2145; Reading and Writing: An Interdisciplinary Journal, 31, 2165–2190; Learning Disabilities: A Multidisciplinary Journal, 23, 35–55. ). There are disadvantages to small group instruction, however, because it requires additional resources. In the current study, 41 students in grade 4 were randomly assigned to receive the Structures Writing intervention or BAU narrative writing instruction. Both groups received instruction in a large group setting. At posttest, students who received the Structures Writing intervention statistically significantly outperformed the control group on researcher-created measures of simple description, compare/contrast, sequence, problem–solution, and cause-effect writing. Results indicated no differences between on distal reading outcomes. The intervention components completed within the allotted time-frame were completed with a high degree of fidelity (97%), providing an indicator of usability. However, students only fully completed 57% of lesson activities, indicating that it is not feasible to complete the lessons within a 30-min time frame. The discussion highlights the Structures Writing intervention as a promising approach for improving informational text writing skills of fourth grade students with moderate to large effect sizes that support findings of a prior pilot test. A larger efficacy trial is warranted following revision of the lessons to shorten lesson duration.

由于缺乏背景知识和不熟悉的文本结构，对于小学学生来说，讲解文写作可能特别困难。研究表明，旨在教学生使用文本结构编写信息文本的文本结构写作干预措施有望通过小组教学改善高年级学生的信息文本写作（《阅读与写作》，31，2115-2145;阅读和写作：《跨学科期刊》，第31卷，2165–2190；学习障碍：《多学科期刊》，第23卷，35–55。）。但是，小组教学有一些缺点，因为它需要额外的资源。在本研究中，随机分配了41位4年级的学生接受结构写作干预或BAU叙事写作指导。两个小组都在较大的小组设置中收到指令。在后测中，接受结构写作干预的学生在统计学上明显优于对照组，这是研究人员创建的简单描述，比较/对比，顺序，问题解决和因果写作的方法。结果表明远端阅读结果之间没有差异。在指定的时间范围内完成的干预组件以很高的保真度（97％）完成了，提供了可用性的指标。但是，学生仅完全完成了57％的课程活动，这表明在30分钟的时间内完成课程是不可行的。讨论突出了结构写作干预是一种有希望的方法，可以提高中级到大型效果的四年级学生的信息文本写作技能，这些能力可以支持先前的试点测试结果。修订课程后，有必要进行更大的疗效试验，以缩短课程时间。