Document Type

Article

Publication Date

Winter 2016

Publication Title

Reading Matters

Volume

16

Publisher

SCIRA

Abstract

Research has demonstrated a variety of instructional strategies that effectively support young children’s writing, yet little is known about how often teachers use these strategies. The purpose of the present study was to identify instructional strategies for writing that teachers deem effective, how often they use them, and what they perceive as barriers to implementation. The sample included approximately 100 randomly selected elementary school teachers (grades K-5th) from across the state of South Carolina. Survey results indicated teachers use a variety of effective practices to teach their young writers, notably use of modeling and mini-lessons. However, teachers reported having little time to teach writing with exceptional limitations in the use of technology to build writing skills.

Comments

This article is published in the journal Reading Matters. Please find the published version here: http://www.scira.org/reading-matters.html,/a>

Included in

Education Commons

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.