Lindsay Clare Matsumura|G. Genevieve Patthey?Chavez|Rosa María Torres Valdés|Helen Garnier
Teacher Feedback, Writing Assignment Quality, and Third-Grade Students' Revision in Lower-And Higher-Achieving Urban Schools
relation quality writing assignments written instructor responses student writings quality subsequent student work investigated 29 urban thirdgrade classrooms 8 schools writing assignments generally higher quality 4 schools served primarily middleclass higherachieving students white asian versus 4 schools served primarily lowincome lowerachieving students majority latino across classrooms however teachers focused standardizing students written output led marked improvement writing mechanics students work results regression analyses indicated amount type feedback students received predicted significant although small proportion variance quality content organization mechanics students final drafts quality writing assignments predicted small significant proportion variance quality content students final drafts findings raise questions implementation broad educational policies classrooms using writing process approach indicate need professional development teachers