An important goal of schooling is teaching students how to write. Teachers need access to effective writing practices to meet this goal. For close to 40 years, meta-analyses of writing intervention studies have been used to identify evidence-based practices in writing. Most of the research included in these reviews involved studies conducted in the U.S. and Europe. The current meta-analysis included 77 experimental studies examining the effectiveness of writing interventions conducted in schools in Turkey with 4,891 students in primary grades through college. The writing outcome in all of these studies was quality of students’ writing. The average weighted effect size for teaching writing across all 77 studies was 1.39. The average weighted effect sizes for the five writing treatments tested in four or more studies were 0.92 for peer assistance, 1.55 for pre-writing activities, 1.30 for the process approach to writing, and 1.28 for strategy instruction. Directions for future research and implications for practice are discussed.

学校教育的一个重要目标是教学生如何写作。教师需要获得有效的写作实践来实现这一目标。近 40 年来，写作干预研究的荟萃分析已被用于确定基于证据的写作实践。这些评论中包含的大多数研究都涉及在美国和欧洲进行的研究。当前的荟萃分析包括 77 项实验研究，研究了在土耳其学校进行的写作干预的有效性，共有 4,891 名小学到大学的学生。所有这些研究的写作结果都是学生的写作质量。所有 77 项研究中写作教学的平均加权效应大小为 1.39。在四项或更多研究中测试的五种写作处理的平均加权效应大小为 0.92，对于同伴帮助，1。55 分用于写作前活动，1.30 分用于写作过程方法，1.28 分用于策略指导。讨论了未来研究的方向和对实践的影响。