To promote writing competence, writing motivation, and social participation, our project team will carry out a classroom intervention and lead an afterschool writing program at ten elementary schools with approximately 1,000 third and fourth graders with a waitlist control group design. Psychometric questionnaires, test data, and sociometric data will be collected longitudinally at multiple time points to examine effectiveness. This data will be supplemented by interviews with teachers. Data will be evaluated quantitatively (multilevel models) and qualitatively (qualitative content analysis). Based on formative and summative evaluation results, adaptations of the intervention and implementation will be made to optimize impact in a second intervention cycle. The final findings will be shared via research platforms and the final intervention will be made available to schools through a variety of means.

The project is part of the “Meta project: Language education in the immigration society“