An Effective Framework for Primary‐Grade Guided Writing Instruction

Gibson, Sharan A.

doi:10.1598/rt.62.4.5

Cited by 12 publications

(10 citation statements)

References 13 publications

(11 reference statements)

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“…As Scardamalia and Bereiter (1994) observed with foresight, erroneous or irrelevant information could occur in a setting that is not monitored and guided by an expert. Thus, guided writing and discussion is essential to produce desired learning outcomes and remains a cornerstone of good teaching and learning; many developed frameworks exist to support students as they become independent writers and learners (Gibson, 2008;Gould, 2008).…”

Section: Discussionmentioning

confidence: 99%

How Students Communicate Mathematical Ideas: An Examination of Multimodal Writing Using Digital Technologies

Freeman

Higgins

Horney

2016

CONTEMP EDUC TECHNOL

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This article reports the findings of a study designed to examine the influence of multimodal writing on the communication of mathematical ideas. Elementary school students (ages 8-13) were required to write mathematics notes using two digital writing technologies, a personal digital notepad and a social mathematics blog, in the context of a formal intervention. Fortytwo students participated, across three schools. The study showed that when students wrote notes that could be assessed for correctness, their answers were predominately right, indicating that mathematical sense-making was taking place. It also showed that the digital notepad and blog were used differently and that the type of technology influences the writing content. Moreover, students' mathematical writing were understandable by their peers and students collaboratively explored solutions. Younger students were more likely to draw pictures to represent their ideas than older students. These findings show that writing can help students acquire mathematical understanding, and suggest that multimodal writing may help them surmount difficulties often associated with learning math. Although this research demonstrated that writing can help teachers gain an awareness of their students' mathematical understanding, it also revealed that writing environments need to be monitored and students require close guidance to bring about systematic improvement.

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Section: Discussionmentioning

confidence: 99%

How Students Communicate Mathematical Ideas: An Examination of Multimodal Writing Using Digital Technologies

Freeman

Higgins

Horney

2016

CONTEMP EDUC TECHNOL

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“…It is also important that writing instruction be guided by each student's individual needs and goals (Graham & Harris, ; Harris & Graham, ). Guided writing instruction, in which teachers guide students through the writing process with a combination of modeling, direct instruction, and guided and independent practice, is one such way that teachers can provide appropriate scaffolding for individual students to improve writing proficiency (Gibson, ). To help keep track of each student's writing progress, Cohen and Cowen () suggested that teachers use a writing conference record to track the number of conferences he or she has with each student, the date each conference was held, suggestions and praise given, and the goals that the student is currently working on.…”

Section: Discussionmentioning

confidence: 99%

Conversations with Leaders: Principles of Effective Writing Instruction

Zumbrunn¹,

Krause²

2012

The Reading Teacher

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Findings from research demonstrate that student writing proficiency and classroom writing instruction is a national concern (Applebee & Langer, 2006, 2009; Graham, Harris, Fink‐Chorzempa, & MacArthur, 2003; Persky, Daane, & Jin, 2003). This qualitative study explored principles of effective writing instruction through the perspectives of leading authorities in the field of writing. Five major themes of effective writing instruction emerged: (1) Effective writing instructors realize the impact of their own writing beliefs, experiences, and practices; (2) Effective writing instruction encourages student motivation and engagement; (3) Effective writing instruction begins with clear and deliberate planning, but is also flexible; (4) Effective writing instruction and practice happens every day; and (5) Effective writing instruction is a scaffolded collaboration between teachers and students. This article summarizes recommendations for best practices in the writing classroom.

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“…Guided writing provides an important context for teachers' "in-the-moment" assessment and guidance of student writing; to observe students during specific writing events and provide immediate instructional scaffolding for writing processes targeted to the needs of a specific group of students (Gibson, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Effective writing instruction should make the elements of good writing and the strategies of good writers visible and accessible to naive writers (Vaughn et al, 2000). The guided in guided writing lessons, then, refers to the essential nature of the support provided by expert teachers while students write (Gibson, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Instead, lessons are structured so that students are actively engaged in their own sustained, successful writing. Guided writing instruction in a small-group context allows teachers to provide high levels of immediate, targeted support while each student writes his or her own short but complete text (Gibson, 2008). Understanding how best to support immature writers in the development of their understanding of the writing process is an important concern for researchers and teachers.…”

Section: Calp 447mentioning

confidence: 99%

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The comparison of fourth grade students essays based on free and guided writing technique in terms of the quality of written expression

Calp¹

2015

Educ. Res. Rev.

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Writing exercises are more effective than grammar rules in terms of making children acquire language skills. Knowing the characteristics of text genres and the rules of writing are not enough to improve writing skills of teacher candidates and to acquire necessary strategies for teaching how to write. Teachers would be uncertain about assessment and scoring students work and have difficulty deciding the content of mini lesson and responding to students in writing conferences if they lack the idea of what good writing is. It is aimed in this study to determine whether or not there are any differences in terms of the quality of the written expression between the compositions formed by secondary school fourth grade students using free writing and guided writing techniques and whether or not the quality of compositions differed according to socio-economic level. Topics like study model, work group, data collection process and analysis of the data have been discussed in this part of the study. This study is a descriptive study based on screening model. Author used document review as data collection method. Study group consists total of 201 students, 98 of which being fourth grade student from Agri Central O. N. Middle School which represents lower socio-economic level and 103 fourth grade student from I. C. Middle School which represents upper socio-economic level, 99 students wrote essays by free writing techniques whereas 102 students used guided writing techniques. According to the results, the scores of the students' compositions created using free-writing technique are higher compared to those created by the technique of guided writing. According to the findings, there is a significant relationship between socio-economic level and compositions created by free writing techniques, but no significant relation was found between socio-economic level and composition created by guided writing technique. According to the findings, a significant relation was found between composition writing according to free writing technique and socio-economic level while there was no relation found between writing essay according to guided writing technique and socio-economic level. It is thought that methods, strategies and techniques followed in the activities of teaching written expression can affect all the stages and types of written expression. In this respect, different methods, strategies and techniques should be used by students for them to gain skills regarding this area.

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An Effective Framework for Primary‐Grade Guided Writing Instruction

Cited by 12 publications

References 13 publications

How Students Communicate Mathematical Ideas: An Examination of Multimodal Writing Using Digital Technologies

How Students Communicate Mathematical Ideas: An Examination of Multimodal Writing Using Digital Technologies

Conversations with Leaders: Principles of Effective Writing Instruction

The comparison of fourth grade students essays based on free and guided writing technique in terms of the quality of written expression

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