Abstract
Effective writing instruction in elementary classrooms depends on teachers who are prepared as both writers and instructors. Yet, writing methods courses remain limited in teacher preparation programs (TPPs), leaving many pre-service teachers (PSTs) underprepared to teach writing. This systematic literature review synthesized 20 U.S.-based studies (2011–2024) on writing and writing instruction interventions with elementary PSTs. Two questions guided the review: (a) How have researchers measured the effects of interventions? and (b) What are the characteristics of effective interventions? Findings show that most studies relied on self-reported measures, with limited use of validated or observational tools, raising concerns about consistency and generalizability. Despite these limitations, effective interventions consistently engaged PSTs in authentic writing, interactions with student writing, modeling and scaffolding within coursework, and targeted supports for exceptional learners. These characteristics align with sociocultural and social cognitive theories, highlighting the importance of experiential, collaborative, and scaffolded approaches.
Recommended Citation
Wiggins, Lindsey; Carter, Hannah; and Wright, Katherine L.
(2026)
"A Systematic Review of Writing Interventions for Elementary Pre-Service Teachers,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 14:
Iss.
2, Article 3.
Available at:
https://scholarworks.wmich.edu/wte/vol14/iss2/3
Included in
Elementary Education Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons