This article introduces a Special Issue that gathers a collection of effective tools to promote the teaching and learning of writing in school-aged and university students, across varied contexts. The authors present the theoretical rationale and technical specificities of writing tools aimed at enhancing writing processes (e.g., spelling, revising) and/or at providing writers with automated feedback to improve the implementation of those processes. The tools are described in detail, along with empirical data on their effectiveness in improving one or more aspects of writing. All articles conclude by indicating future directions for further developing and evaluating the tools. This Special Issue represents an important contribution to the field of technology-based writing instruction, in a moment in which online teaching and learning tools have shifted from being an instructional asset to a necessity. We hope that in the future the validation of each tool can be expanded by reaching out to different populations and cultural contexts.

The interest in computer-assisted interventions to promote literacy has increased over the years. In this study, we developed the Portuguese version of the GraphoGame Fluent and tested its effects on reading, spelling, and phonological awareness. Second graders struggling to read were randomly assigned to two groups: GraphoGame Fluent group (n = 15), which received a computer-assisted remedial reading intervention, or GraphoGame Math group (n = 15), which received a computer-assisted numeracy intervention. An additional, non-playing group, composed by second graders without reading difficulties, was formed (business-as-usual group, n = 15). Results showed clear benefits of GraphoGame on spelling and phonological awareness. After the intervention and one month later, the GraphoGame Fluent group displayed spelling and phonological awareness skills similar to the business-as-usual group, and above the GraphoGame Math group. Overall, these findings indicate that Portuguese struggling readers benefit from computer-assisted interventions that combine letter-sound correspondences with more complex orthographic patterns.

It is well established that students’ beliefs in skill malleability influence their academic performance. Specifically, thinking of ability as an incremental (vs. fixed) trait is associated with better outcomes. Though this was shown across many domains, little research exists into these beliefs in the writing domain and into the mechanisms underlying their effects on writing performance. The aim of this study was twofold: to gather evidence on the validity and reliability of instruments to measure beliefs in skill malleability, achievement goals, and self-efficacy in writing; and to test a path-analytic model specifying beliefs in writing skill malleability to influence writing performance, via goals and self-efficacy. For that, 196 Portuguese students in Grades 7-8 filled in the instruments and wrote an opinion essay that was assessed for writing performance. Confirmatory factor analyses supported instruments’ validity and reliability. Path analysis revealed direct effects from beliefs in writing skill malleability to mastery goals (ß = .45); from mastery goals to self-efficacy for conventions, ideation, and self-regulation (ß = .27, .42, and .42, respectively); and from self-efficacy for self-regulation to writing performance (ß = .16); along with indirect effects from beliefs in writing skill malleability to self-efficacy for self-regulation via mastery goals (ß = .19), and from mastery goals to writing performance via self-efficacy for self-regulation (ß = .07). Overall, students’ mastery goals and self-efficacy for self-regulation seem to be key factors underlying the link between beliefs in writing skill malleability and writing performance. These findings highlight the importance of attending to motivation-related components in the teaching of writing.