The article by Steve Graham and Dolores Perin, titled "A Meta-Analysis of Writing Instruction for Adolescent Students," addresses the concern that many adolescents do not develop adequate writing skills, which can hinder their success in school, the workplace, and personal life. The authors conducted a meta-analysis of writing intervention literature (Grades 4–12) to identify effective instructional practices. They identified 123 documents that yielded 154 effect sizes for quality of writing. The average weighted effect sizes for various interventions were: strategy instruction (0.82), summarization (0.82), peer assistance (0.75), setting product goals (0.70), word processing (0.55), sentence combining (0.50), inquiry (0.32), prewriting activities (0.32), process writing approach (0.32), study of models (0.25), and grammar instruction (−0.32). The authors also assessed the quality of studies and their relationship to the magnitude of effect sizes, finding that explicit teaching of skills, processes, or knowledge, scaffolding students' writing, and alternative modes of composing were among the most effective practices. The study highlights the importance of systematic and structured writing instruction to improve adolescent students' writing quality.The article by Steve Graham and Dolores Perin, titled "A Meta-Analysis of Writing Instruction for Adolescent Students," addresses the concern that many adolescents do not develop adequate writing skills, which can hinder their success in school, the workplace, and personal life. The authors conducted a meta-analysis of writing intervention literature (Grades 4–12) to identify effective instructional practices. They identified 123 documents that yielded 154 effect sizes for quality of writing. The average weighted effect sizes for various interventions were: strategy instruction (0.82), summarization (0.82), peer assistance (0.75), setting product goals (0.70), word processing (0.55), sentence combining (0.50), inquiry (0.32), prewriting activities (0.32), process writing approach (0.32), study of models (0.25), and grammar instruction (−0.32). The authors also assessed the quality of studies and their relationship to the magnitude of effect sizes, finding that explicit teaching of skills, processes, or knowledge, scaffolding students' writing, and alternative modes of composing were among the most effective practices. The study highlights the importance of systematic and structured writing instruction to improve adolescent students' writing quality.