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Evidence-Based Practices for Writing Instruction

Innovation Configuration Evidence-Based Practices for Writing Instruction Gary Troia Michigan State University September 2014 CEEDAR Document No. IC-5 Page 2 of 67 Disclaimer: This content was produced under Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred. Recommended Citation: Troia, G. (2014). Evidence-Based Practices for Writing Instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: Note: There are no copyright restrictions on this document; however, please use the proper citation above.

to course work, standards, and classroom practices—are listed in the rows of the far left column of the matrix. Several levels of implementation are defined in the top row of the matrix. For example, no mention of the essential component is the lowest level of implementation and would receive a score of zero.

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