Writing instruction in first grade: an observational study

Coker, David L.; Farley‐Ripple, Elizabeth; Jackson, Allison F.; Wen, Huijing; MacArthur, Charles A.; Jennings, Austin S.

doi:10.1007/s11145-015-9596-6

Cited by 64 publications

(60 citation statements)

References 28 publications

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“…A possible explanation for this finding might be that students who are confident about applying writing conventions are more focused on low‐level transcription skills (e.g., spelling) while failing to apply higher order writing strategies (e.g., planning; Graham & Harris, ). In addition, previous research has shown that elementary school teachers place considerable emphasis on teaching basic writing skills (Brindle, Graham, Harris, & Hebert, ; Coker et al., ; De Smedt et al., ; Dockrell, Marshall, & Wyse, ). Consequently, students perceive writing increasingly as “correct writing” by following writing conventions and applying these basic writing skills, therefore neglecting higher order writing strategies.…”

Section: Discussionmentioning

confidence: 99%

Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level

Smedt

Merchie

Barendse

et al. 2017

Reading Research Quarterly

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In the past, several assessment reports on writing repeatedly showed that elementary school students do not develop the essential writing skills to be successful in school. In this respect, prior research has pointed to the fact that cognitive and motivational challenges are at the root of the rather basic level of elementary students' writing performance. Additionally, previous research has revealed gender and achievement-level differences in elementary students' writing. In view of providing effective writing instruction for all students to overcome writing difficulties, the present study provides more indepth insight into (a) how cognitive and motivational challenges mediate and correlate with students' writing performance and (b) whether and how these relations vary for boys and girls and for writers of different achievement levels. In the present study, 1,577 fifth-and sixth-grade students completed questionnaires regarding their writing self-efficacy, writing motivation, and writing strategies. In addition, half of the students completed two writing tests, respectively focusing on the informational or narrative text genre. Based on multiple group structural equation modeling (MG-SEM), we put forward two models: a MG-SEM model for boys and girls and a MG-SEM model for low, average, and high achievers. The results underline the importance of studying writing models for different groups of students in order to gain more refined insight into the complex interplay between motivational and cognitive challenges related to students' writing performance. I n contemporary society, effective communication skills, such as reading and writing, are essential to communicate in personal and professional contexts. Being able to compose understandable and structured texts is necessary for successfully expressing oneself and is highly valued in professional, educational, and private contexts. Based on the social cognitive model of writing, Graham, Gillespie, and McKeown (2013) defined writing as a goal directed and self-sustained cognitive activity requiring the skillful management of (a) the writing environment; (b) the constraints imposed by the writing topic; (c) the intentions of the writer(s); and (d) the processes, knowledge, and skills involved in composing. (p. 4)

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Section: Discussionmentioning

confidence: 99%

Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level

Smedt

Merchie

Barendse

et al. 2017

Reading Research Quarterly

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“…Por otro lado, aunque existen algunos esfuerzos , todavía hacen falta estudios que, a partir de encuestas nacionales y estudios observacionales, muestren un panorama más completo de las prácticas de enseñanza de la escritura, que permitan identificar los enfoques didácticos y los tipos de tareas y géneros textuales que utilizan los docentes de educación básica para enseñar a escribir, además de la frecuencia con la que enseñan la escritura, en comparación con los ejes de lectura y oralidad (Coker, Farley-Ripple, Jackson, Wen, MacArthur, & Jennings, 2016;Gilbert & Graham, 2010). También es necesario poder identificar con mayor detalle las estrategias de enseñanza y evaluación que promueven en las aulas, y analizar qué tan alineadas están con las buenas prácticas de enseñanza que, de acuerdo con la literatura especializada, se consideran efectivas para favorecer el aprendizaje de la escritura, tanto en escritores normales como con dificultades en los contextos de educación básica (Fidalgo, Harris y Braaksma, 2017).…”

Section: Formación En Didáctica De La Escrituraunclassified

Investigaciones De La Escritura en La Educación Básica en Chile: Revisión De Una Década (2007-2016)

Bañales

Ahumada

Martínez

et al. 2018

RLA

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RESUMENLa revisión aporta una síntesis de las investigaciones de la escritura en la educación bá-sica realizadas durante el periodo 2007-2016 en Chile. Mediante el método de revisión integradora se identificaron 27 fuentes académicas que fueron clasificadas y analizadas en dos grandes áreas de estudio: aprendizaje de la escritura y enseñanza de la escritura. En el área del aprendizaje de la escritura de los estudiantes, las investigaciones se han enfocado principalmente en el análisis de conocimientos lingüísticos (ortografía y producción de oraciones) y en la valoración de la calidad de los textos, en su mayoría en textos narrativos, y en menor medida expositivos y de opinión. Por su parte, en el área de la enseñanza de la escritura, la atención se ha puesto principalmente en entender las prácticas de enseñanza de la composición de cuentos o textos de opinión. Menor atención han dedicado al estu-

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“…We supplemented this group of studies with instruments from studies used as a theoretical basis for the Writing Framework (Kyriakides et al, 2009;Van de Grift, 2007) and with questionnaires developed by Steve Graham's research group (Cutler & Graham, 2008;Gilbert & Graham, 2010;Graham et al, 2002;. Finally, we included an observation instrument (Coker et al, 2016) and a questionnaire study (Dockrell et al, 2016) from recent studies in primary education. An overview of the studies and their instruments is provided in Table 4.…”

Section: Instruments For Assessing Writing Instructionmentioning

confidence: 99%

High-quality writing instruction in Dutch primary education. A framework for national assessment

Weijen¹,

Janssen²

2018

L1 Educational Studies in Language and Literature

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In the Netherlands, nationwide assessments are periodically executed to evaluate the quality of teachers' writing instruction and students' writing in primary schools. These assessments provide an empirical basis for the societal debate about the content and level of writing education, and enable the Inspectorate of Education to monitor the quality of teaching practices. However, educational quality is a complex, multidimensional construct. In this literature review we discuss the question which domain-specific and more general teaching variables at the classroom level could be incorporated in nationwide assessment instruments, such as teacher questionnaires and classroom observation instruments. Based on theoretical and empirical studies on writing education, we propose a framework of variables which appear to be relevant, in the sense that they have been found to be characteristic of high-quality writing instruction. This framework can be used for the development of assessment instruments, and can also be a valuable resource for writing researchers, curriculum designers, and teachers.

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Writing instruction in first grade: an observational study

Cited by 64 publications

References 28 publications

Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level

Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level

Investigaciones De La Escritura en La Educación Básica en Chile: Revisión De Una Década (2007-2016)

High-quality writing instruction in Dutch primary education. A framework for national assessment

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