Improving composition and comprehension skills of third-grade students’ with or without writing difficulties: Effects of technology incorporation into explicit strategy instruction.

This study examined whether a multi-component reading and writing explicit strategy instruction assisted by a technological cognitive tool, named “Daphne” would increase comprehension and composition skills of 3rd grade students with and without writing difficulties. In addition, the aforementioned intervention approach’s effectiveness to the enhancement of reading and writing strategic behavior is also examined. Students were divided into struggling, average and experienced writers. Results derived from post and follow up measurements indicated that all three subcategories of the experimental group improved their writing performance and displayed strategic reading and writing behavior. Further, struggling and average writers demonstrated significant gains in reading comprehension compared to the control group.