Writing in Science: Why, How, and for Whom? A Systematic Literature Review of 20 Years of Intervention Research (1996–2016)

The role writing plays in learning science has evolved over time, as have the settings and contexts in which writing in science research has taken place. This systematic review examines 20 years (1996–2016) of writing in science intervention studies in K-12 settings with a specific focus on comparing contexts that do and do not include English language learners (ELLs), who are at risk academically. Findings include an overall validation of...