Writing skills are important for educational achievement, employment and social and civic participation. This quasi-experimental study aimed to improve writing skills with an evidence-based intervention in two classes of mainstream P6 (grade 5) students (N=44) in two schools in a largely rural local authority (school district) in Scotland. The intervention included peer revision of each other's texts with a programme of strategy instruction and selfregulation. The control students (N=46) followed an on-going parallel intervention. The experimental programme led to large positive effect sizes for writing quality. This was the first study to investigate peer review with writing strategy instruction and self-regulation as an evidence-based intervention. Implications for practice and future research are discussed.
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