Writing is a cornerstone of academic success, yet English language learners (ELL) in the United States must learn to write while also developing English proficiency. Although descriptive reviews suggest that writing instruction can benefit these learners, no prior meta-analysis has synthesized its effects quantitatively. This study addressed that gap by synthesizing 39 comparisons in 20 experimental and quasi-experimental investigations of writing interventions in K-12 classrooms with ELL students in the United States. From 122 effect sizes, the overall impact of writing instruction was statistically significant and positive (g = 0.33). Writing quality was the most frequently assessed outcome (in 33 comparisons across 16 studies) and showed an effect of 0.33. With regard to the most often implemented interventions, strategy instruction (g = 0.36) was statistically significant, while process writing (g = 0.51) yielded a meaningful but not statistically significant result. Moderator analyses found no significant variation by study quality indicators, participant characteristics, or intervention characteristics. Findings underscore the promise of writing interventions for English language learners in the United States and suggest directions for future research, including the importance of examining linguistic supports.
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