A Comparison of Classroom Writing Practices, Teachers' Perceptions of Their Writing Instruction, and Textbook Recommendations on Writing Practices

Bridge, Connie A.; Hiebert, Elfrieda H.

doi:10.1086/461440

Cited by 70 publications

(40 citation statements)

References 9 publications

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“…Students spend significantly more time in extended writing activities than they would in traditional language arts instruction (Bridge & Hiebert, 1985;Graves, 1978).…”

Section: Cmentioning

confidence: 99%

Cooperative Integrated Reading and Composition Technique for Improving Content and Organization in Writing

Mustafa

Samad

2015

SiELE

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“…Students spend significantly more time in extended writing activities than they would in traditional language arts instruction (Bridge & Hiebert, 1985;Graves, 1978).…”

Section: Cmentioning

confidence: 99%

Cooperative Integrated Reading and Composition Technique for Improving Content and Organization in Writing

Mustafa

Samad

2015

SiELE

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“…In too many instances, writing programs have focused almost exclusively on mechanics and grammar, devoting little time or attention to handwriting ( cL Bridge & Hiebert, 1985;Christenson, Thurlow, Ysseldyke, & McVicar, 1989). As more and more schools adopt whole language programs or other practices that heavily emphasize meaning, however, it is important that basic writing tools such as handwriting not be overlooked.…”

Section: Steve Grahammentioning

confidence: 99%

Issues in Handwriting Instruction

Graham¹

1992

focusXchild

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My 6-year-old daughter, Leah, just finished her first year of school in a whole language classroom. Because of my personal interest in my daughter's education and my professional preoccupation with children's writing and writing instruction, I kept a log of the practices Leah's teachers used throughout the year to help her and her kindergarten classmates grow as writers. The most prominent practices included:-providing children with frequent opportunities to compose on topics of their own choosing, primarily by dictating stories to an adult or by writing out their compositions using pictures, known w9rds, and invented spellings. -encouraging students to work on the same composition over a series of days.-creating a classroom environment where children's ideas and efforts were valued and supported. -using reading and other language skills to support the development of writing, and vice versa. -encouraging students to share their work with classmates, other adults in the school, and parents.I was very pleased with what I observed during the course of the year, as these practices are consistent with my own beliefs about the ingredients essential to a sound writing program (Graham, 1992;Graham & Harris, 1988;MacArthur, Schwartz, & Graham, 1991); I did, however, have one serious reservation concerning the writing program in my daughter's class. Very little attention was focused on helping children master handwriting.Although my daughter was able to dictate delightful narratives concerning a real or imagined adventure, writing her ideas on paper was slow, laborious, and messy. When writing she relied almost exclusively on capital letters and had developed some unusual models for writing these letters. For example, when forming a capital U she would start on the baseline, curve up to the left to form one half of the U, lift her pencil from the paper, return to her starting point on the baseline, and swing up to the right to complete the other half of the U! While I was not overly concerned that Leah's writing was slow, messy, and capitalized (a common state of affairs for kindergartners), I was worried· about the awkward and inefficient habits she had developed for forming a considerable number of capital letters.Steve Graham is a professor at the University of Maryland, College Park.© Love Publishing Company, 1992. FOCUS ON EXCEPTIONAL CHILDREN OCTOBER 1992If this pattern continued with lowercase manuscript letters and eventually with cursive script, her idiosyncratic style would likely hobble her ability to transcribe her own thoughts quickly or record the thoughts of others. As we shall see shortly, handwriting and other text production skills play an important role in children's development as writers. My wife and I addressed our concern about our daughter's handwriting at home this summer. Using the ZanerBlaser alphabet (Hackney & Lucas, 1993) as a model, Leah learned how to form upper-and lowercase manuscript letters. As she practiced each letter, we gave her feedback and reinforcement for her efforts. We further...

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“…Children in the Canadian sample were given much writing instruction and spent time writing as part of their regular (1983/84) program. United States studies report small amounts of time given to Grade 1 creative writing instruction [21]. It may be therefore that any program emphasizing writing would have a greater impact on the writing achievement of children in the United States compared to children in a Canadian control group who were already in a program of creative writing instruction [GI.…”

Section: Subsequent Use Of Wtr?mentioning

confidence: 99%

Writing to Read: An Evaluation of a Canadian Installation of a Computer-Supported Initial Language Environment

Collis

Ollila

Ollila³

1990

Journal of Educational Computing Research

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Writing to Read (WTR) is an approach to initial language arts instruction which involves a multisensory learning environment including computers. The first Canadian installation of WTR began in two British Columbia school districts in 1985. This article focuses primarily on one of those districts and describes an evaluation of the WTR experience from the time of its planning (1984) until the conclusion of its second year of full operation (1987). The evaluation shows the WTR experience to have a positive impact on some aspects of writing achievement. However, the evaluation also suggests the value of closer scrutiny of the WTR system from more than the criteria of achievement scores.There is no doubt that initial language instruction is a key component of basic education. Vigorous research activity takes place in the language education community over issues involving how to increase the effectiveness of this instruction. Some issues are theoretical: Should instruction be based on a "whole language" or on a "discrete skills" perspective [l]? What is the relationship between the acquisition of reading and writing skills [2]? Other issues relate more to strategies of instruction: How are individual differences among children accommodated in * An earlier version of this article was presented at the annual meeting of the International Association for Computing in Education, San Francisco, April 1989. 41 1 8 1990, Baywood Publishing Co., Inc.

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A Comparison of Classroom Writing Practices, Teachers' Perceptions of Their Writing Instruction, and Textbook Recommendations on Writing Practices

Cited by 70 publications

References 9 publications

Cooperative Integrated Reading and Composition Technique for Improving Content and Organization in Writing

Cooperative Integrated Reading and Composition Technique for Improving Content and Organization in Writing

Issues in Handwriting Instruction

Writing to Read: An Evaluation of a Canadian Installation of a Computer-Supported Initial Language Environment

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