Abstract
Writing competence is an essential component of learning in primary education and requires pedagogical strategies supported by scientific evidence. This study aimed to synthesize the strategies used to develop writing competence through a systematic review of studies published between 2020 and 2025. The PRISMA 2020 guidelines were followed, and methodological quality was assessed using the Mixed Methods Appraisal Tool. The search was conducted in Scopus, Web of Science, ERIC, and ScienceDirect, resulting in the selection of 12 studies. The thematic synthesis made it possible to identify three convergence clusters: explicit instruction and self-regulation, peer interaction with technological mediation, and differentiated interventions according to student development. The findings show that the most effective strategies integrate cognitive, metacognitive, and collaborative processes through systematic teacher mediation. It is concluded that the development of writing competence requires comprehensive, progressive, and contextualized pedagogical approaches.
References
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[2] Y.-S. G. Kim and S. Graham, “Expanding the direct and indirect effects model of writing: Reading–writing relations and dynamic relations as a function of measurement and dimensions of written composition,” Journal of Educational Psychology, vol. 114, no. 2, pp. 215–238, 2022, doi: 10.1037/edu0000564.
[3] S. Graham, “A revised writer(s)-within-community model of writing,” Educational Psychologist, vol. 53, no. 4, pp. 258–279, 2018, doi: 10.1080/00461520.2018.1481406.
[4] S. Graham and K. R. Harris, “An examination of the design principles underlying a self-regulated strategy development study,” Journal of Writing Research, vol. 10, no. 2, pp. 139–187, 2018, doi: 10.17239/jowr-2018.10.02.02.
[5] Y.-S. G. Kim, D. Yang, M. Reyes, and C. Connor, “Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students,” Educational Research Review, vol. 34, Art. no. 100408, 2021, doi: 10.1016/j.edurev.2021.100408.
[6] G. Barton, M. Khosronejad, M. Ryan, L. Kervin, and D. Myhill, “Teaching creative writing in primary schools: A systematic review of the literature through the lens of reflexivity,” The Australian Educational Researcher, vol. 51, pp. 1311–1330, 2024, doi: 10.1007/s13384-023-00641-9.
[7] M. J. Page et al., “The PRISMA 2020 statement: An updated guideline for reporting systematic reviews,” BMJ, vol. 372, Art. no. n71, 2021, doi: 10.1136/bmj.n71.
[8] Q. N. Hong et al., “The Mixed Methods Appraisal Tool version 2018 for information professionals and researchers,” Education for Information, vol. 34, no. 4, pp. 285–291, 2018, doi: 10.3233/EFI-180221.
[9] L. Rodríguez-Málaga, M. Cueli, and C. Rodríguez, “Exploring the effects of strategy-focused instruction in writing skills of 4th grade students,” Metacognition and Learning, vol. 16, pp. 179–205, 2021, doi: 10.1007/s11409-020-09247-3.
[10] R. Bouwer and C. van der Veen, “Write, talk and rewrite: The effectiveness of a dialogic writing intervention in upper elementary education,” Reading and Writing, vol. 37, pp. 1435–1456, 2024, doi: 10.1007/s11145-023-10474-8.
[11] A. Yamaç, E. Öztürk, and N. Mutlu, “Effect of digital writing instruction with tablets on primary school students’ writing performance and writing knowledge,” Computers & Education, vol. 157, Art. no. 103981, 2020, doi: 10.1016/j.compedu.2020.103981.
[12] N. Salas, M. Birello, and T. Ribas, “Effectiveness of an SRSD writing intervention for low- and high-SES children,” Reading and Writing, vol. 34, pp. 1653–1680, 2021, doi: 10.1007/s11145-020-10103-8.
[13] M. Arrimada, M. Torrance, and R. Fidalgo, “Response to intervention in first-grade writing instruction: A large-scale feasibility study,” Reading and Writing, vol. 35, pp. 943–969, 2022, doi: 10.1007/s11145-021-10211-z.
[14] B. Bai, J. Wang, and H. Zhou, “An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong,” Computer Assisted Language Learning, vol. 35, no. 9, pp. 2265–2290, 2022, doi: 10.1080/09588221.2020.1871030.
[15] K. K. Wijekumar, K. R. Harris, S. Graham, and P. Lei, “A teacher technology tango shows strong results on 5th graders persuasive writing,” Educational Technology Research and Development, vol. 70, no. 4, pp. 1415–1439, 2022, doi: 10.1007/s11423-022-10117-9.
[16] İ. Demirbaş and A. Şahin, “The effect of digital stories on primary school students’ creative writing skills,” Education and Information Technologies, vol. 28, pp. 7997–8025, 2023, doi: 10.1007/s10639-022-11440-7.
[17] M.-I. Vicol, M.-L. Gavriluț, and L. Mâță, “A quasi-experimental study on the development of creative writing skills in primary school students,” Education Sciences, vol. 14, no. 1, Art. no. 91, 2024, doi: 10.3390/educsci14010091.
[18] J. Fernandez and J. Guilbert, “Self-regulated strategy development’s effectiveness: Underlying cognitive and metacognitive mechanisms,” Metacognition and Learning, vol. 19, pp. 1091–1135, 2024, doi: 10.1007/s11409-024-09398-7.
[19] Y. Kiziltaş and E. Kultas, “The effect of Web 2.0 tools on primary school students’ writing motivation and their role in developing creative writing skills,” Education and Information Technologies, vol. 30, pp. 15993–16022, 2025, doi: 10.1007/s10639-025-13419-6.
[20] A. A. Aitken, K. Van Haren, D. Patenaude, M. Halkowski, H. Kheirkhah, and S. Chiat, “Empowering young writers: Enhancing perspective-taking and persuasive writing through STOP DARE+ in social studies,” Education Sciences, vol. 15, no. 5, Art. no. 557, 2025, doi: 10.3390/educsci15050557.
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