Promoting Early Writing Across the School Day

Gerde, Hope K.; Seymour, Taylor; Bingham, Gary E.; Quinn, Margaret F.

doi:10.1002/trtr.2277

The Reading Teacher

2024

DOI: 10.1002/trtr.2277

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Promoting Early Writing Across the School Day

Hope K. Gerde,

Taylor Seymour,

Gary E. Bingham

et al.

Abstract: This article provides early educators with guidance for promoting early writing development by integrating writing opportunities throughout the school day.

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Cited by 3 publications

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Is it quality writing instruction? A critical examination of centralised curriculum materials from the NSW English curriculum reform

Brosseuk,

Poulton

2024

The Curriculum Journal

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The curriculum reform in New South Wales (NSW), Australia, focuses on implementing high‐quality, evidence‐based instruction, particularly explicit teaching and the gradual release of responsibility. This paper examines the ‘quality’ of writing instruction in the new curriculum materials for Kindergarten to Year 6 teachers. Our document analysis of four Stage 1 Narrative units of work reveals significant gaps in implementing the Gradual Release of Responsibility model, with inconsistencies in modelled, guided and independent writing instruction. These gaps emerge through ambiguous instructional techniques, minimal use of ‘think alouds’, few opportunities for guided writing interactions, and a predominant focus on decontextualised, skill‐driven independent writing. These inconsistencies contradict established research on pedagogical approaches and the principles underpinning NSW Curriculum reform. We argue that, without critical adaptation by teachers, these materials risk reinforcing inadequate writing instruction, impacting student learning and early career teachers' pedagogical development. This study highlights broader implications for educational contexts undergoing similar reform and emphasises the need for further research on implementing these curriculum materials and their impact on teachers' writing instructional practices.

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Is it quality writing instruction? A critical examination of centralised curriculum materials from the NSW English curriculum reform

Brosseuk,

Poulton

2024

The Curriculum Journal

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Bridging Literacy Theory with Practice: Differentiated Academic Service Learning Projects with Children's Literature

Katz

2024

The Reading Teacher

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This academic service learning initiative enabled teacher education candidates to create research‐based family literacy activities around a diverse selection of children’s books. Each project included a detailed parent or caregiver letter, which provides an overview of the family literacy activity; materials and props; step‐by‐step procedures; prompting questions; ideas for differentiation to meet the needs of varied learning styles; and real‐world extensions. As pre‐service teachers selected from a menu of literacy strategies that fit their individual letter and project design, the concept of differentiation was being actively implemented. Pre‐service teachers reflected on the experience of creating the family literacy project and their future plans for involving families in their students’ literacy learning.

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Mixing Pedagogies to Cultivate Joyful and Creative Young Writers in an Era of Standardised Writing Tests

Brosseuk

2024

Early Childhood Educ J

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Global trends suggest that teaching writing focuses on a skills-based approach to preparing children for high-stakes standardised tests. In the early years, teachers are grappling with finding a better balance between preparing children for such tests and satisfying their sense of pedagogic responsibility to teach them to become joyful, creative writers. This paper explores an Australian Preparatory teacher’s teaching of writing framed by the pedagogic framework LAUNCH. Using video and audio recordings, as well as children-made artefacts, the paper considers the impact of this framework on the writing experiences of fourteen five- and six-year-old children. Basil Bernstein’s visible and invisible pedagogies provide the theoretical frame. Findings assert that a pedagogic mix allows early years teachers to teach children to be skilled and confident writers while nurturing their imaginations and creativity. This is significant given that current debates around children’s writing experiences are often tied to high-stakes, standardised test-based writing.

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Promoting Early Writing Across the School Day

Abstract: This article provides early educators with guidance for promoting early writing development by integrating writing opportunities throughout the school day.

Cited by 3 publications

References 29 publications

Is it quality writing instruction? A critical examination of centralised curriculum materials from the NSW English curriculum reform

Is it quality writing instruction? A critical examination of centralised curriculum materials from the NSW English curriculum reform

Bridging Literacy Theory with Practice: Differentiated Academic Service Learning Projects with Children's Literature

Mixing Pedagogies to Cultivate Joyful and Creative Young Writers in an Era of Standardised Writing Tests

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