Abstract

This research was undertaken to investigate the validity of specific current research into Boys’Writing, especially in the English National Curriculum’s Key Stage 1. A single-subject case study approach was carried out in an English International School in Egypt. The findings show that although most aspects of the research proved valid, an integration of the studies is suggested in order to evaluate the most effective approach to boys’ writing. In particular, a focus on gender issues may have led to the impact of handwriting instruction being overlooked in
intervening and helping boys’ writing. In addition, it is suggested that journal writing may need to be more thoroughly integrated into the National Literacy Strategy (NLS) framework in order adequately to address the needs of younger writers.