A Multi‐Component Writing Intervention With and Without Peer‐Tutoring on Text Production of Diverse Struggling L1 and L2 Writers

Writing proficiency is a global educational challenge, particularly in diverse student populations. This study examined the effectiveness of a multi‐component intervention based on the Self‐Regulated Strategy Development (SRSD) framework, incorporating graphic organizers, storytelling, and positive reinforcement. Peer tutoring was later integrated to explore its potential added value. The intervention was conducted with eight primary school students ( N = 8) in Germany, all of whom demonstrated severe difficulties in expressive writing. Some of these students had learning disabilities (LDs), second language (L2) backgrounds, or both. Using a multiple‐baseline (A–B–BC) design over 6 weeks, the study evaluated the intervention's impact on writing quality—assessed via the Teacher Evaluation of Story Elements (TESE)—and writing quantity, measured by total words written. The results showed that writing quality improved considerably across all phases, with further enhancement following the introduction of peer tutoring. Additionally, a significant increase in text quantity was observed during the peer tutoring phase. The findings highlight the effectiveness of SRSD‐based multi component instruction with peer support and discuss implications for educational practice, along with limitations of the study.