Ore than an estimated 90 million adults in the United States lack the

Developing Reading and Writing

Structure the instructional environment and interactions to motivate writing 

practice and persistence in learning new forms of writing.

 A small number of ex-

periments show practices that improve the quality of writing and that reasonably could 

affect motivation. These practices include setting clear goals for writing; encouraging 

students to help each other plan, draft, or revise; using self-assessment; and providing 

feedback on progress. Several studies with adolescent learners have demonstrated that 

praise, tangible rewards, or both can improve students’ writing skills.  

Develop an integrated system of skills by using approaches that capitalize on the