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Participants included 11 elementary grade teachers who delivered intensive intervention in early writing and their students ( n = 31), all identified as either at risk for or with disabilities that affect their writing. Teachers received professional development and ongoing coaching to support the implementation of DBI for improving their students\u2019 early writing skills. Results from a multiple regression analysis suggest that teacher knowledge and skills in DBI was strongly related to student CBM slope in early writing ( p &lt; .01) and a small but significant relation between fidelity of writing instruction and student CBM slope ( p &lt; .01). Implications for instructional coaching and improving student writing progress are discussed.<\/jats:p>","DOI":"10.1177\/0022219420913543","type":"journal-article","created":{"date-parts":[[2020,4,10]],"date-time":"2020-04-10T05:47:12Z","timestamp":1586497632000},"page":"311-324","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":12,"title":["Exploring the Relation Between Teacher Factors and Student Growth in Early Writing"],"prefix":"10.1177","volume":"53","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2297-1807","authenticated-orcid":false,"given":"Britta Cook","family":"Bresina","sequence":"first","affiliation":[{"name":"University of Minnesota, Minneapolis, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Kristen L.","family":"McMaster","sequence":"additional","affiliation":[{"name":"University of Minnesota, Minneapolis, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2020,4,10]]},"reference":[{"key":"bibr1-0022219420913543","author":"Armor D.","year":"1976","journal-title":"Analysis of the school preferred reading programs in selected Los Angeles minority schools"},{"key":"bibr2-0022219420913543","doi-asserted-by":"publisher","DOI":"10.1111\/j.1540-5826.2009.00281.x"},{"key":"bibr3-0022219420913543","doi-asserted-by":"crossref","unstructured":"Berninger V. 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