Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

Korth, Byran B.; Wimmer, Jennifer J.; Wilcox, Bradford P.; Morrison, Timothy G.; Harward, Stan; Peterson, Nancy; Simmerman, Sue; Pierce, Linda

doi:10.1007/s10643-016-0774-1

Cited by 9 publications

(4 citation statements)

References 26 publications

(56 reference statements)

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“…The complexity of the writing task means that teachers face many challenges when teaching and assessing writing (Korth et al, 2016). Due to these complexities, teachers may have to prioritize the teaching and assessment of certain aspects over others.…”

Section: Introductionmentioning

confidence: 99%

Writing assessment in early primary classrooms: thoughts from four teachers

Mariano

Campbell‐Evans

Hunter

2022

AJLL

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It is important that teachers are conscious of and reflect upon their views of writing in order to support students to achieve writing outcomes. This study examined teacher views about which aspects of writing they considered most important in years one and two and explored how these views came to be formed. Four West Australian teachers participated in semi-structured interviews, during which they carried out a think-aloud process, voicing their thoughts as they examined, commented on, and evaluated young students’ writing samples. These data provided insights into their reasoning as they assessed children’s writing in years one and two. Findings revealed that participants focussed on the more surface-level, or secretarial aspects of writing, such as punctuation and ‘correct’ structure for the genre. The data indicated that teachers were particularly influenced by their knowledge of the contexts in which they worked, including knowledge they shared with colleagues, together with curriculum and systemic documents such as the Judging Standards materials supplied by the School Curriculum and Standards Authority (SCSA) or the NAPLAN marking guides. These results highlight how systemic assessments can shape teacher perceptions of writing more generally than the purpose for which they were originally intended.

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Section: Introductionmentioning

confidence: 99%

Writing assessment in early primary classrooms: thoughts from four teachers

Mariano

Campbell‐Evans

Hunter

2022

AJLL

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“…However, research shows that L2 students face a wide range of issues while learning a foreign language. Since the expression of thoughts in a well-planned and well-organized manner are indispensable, addressing writing challenges are of considerable importance (Korth et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Paragraph Organization Errors in the Writing of Pakistani College-Going Students: An Error Analysis Study

Siddiqui

Abbasi

Soomro

2023

AESSR

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Writing something worthy of reading in a foreign language is a challenging task. Students learning English as a foreign or a second language suffer most in writing especially in paragraph writing. Although studies have been conducted to explore language errors in English composition of Pakistani students, paragraph organization errors have received little attention. Therefore, this study investigated errors in the unity, development, and coherence in the paragraphs written by Pakistani college students. Besides, the study also explored the factors that cause errors in the paragraphs. In this regard, writing samples of purposively selected 20 college participants were analyzed using error analysis classification by Liu and Wang (2011). Thereafter, five participants were interviewed individually through semi-structured interviews to explore factors that cause errors in the paragraphs of college students. The findings revealed that the students made most errors in paragraph unity, followed by paragraph development, and then paragraph coherence. Besides, the thematic analysis of the interviews revealed that cramming culture, excessive attention given to grammar and lack of quality feedback were the key factors that had affected the paragraph organization skills of these students. The study discusses implications for students and teachers.

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“…The transcriptions were read back to the children to allow for revision of the written product measuring story retell. While research helps to establish the relationship between oral language and text generation, there is little evidence that this influences how early writing instruction is conducted (Campbell et al, 2018;Datchuk & Kubina, 2013;Korth et al, 2017;McMaster et al, 2017;Schrodt et al, 2019).…”

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Oral Narrative Instruction Improves Kindergarten Writing

Kirby

Spencer

Chen

2021

Reading & Writing Quarterly

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Writing is a critical literacy skill that emerges in kindergarten. The research literature has only addressed transcription skills of kindergarteners and has failed to address text generation. The purpose of this action-research study was to investigate the effect of oral language instruction that focused on narrative text structures on kindergarten students' ability to generate written narrative text. We conducted a concurrent multiple baseline design across three groups of students with two participants in each group. Students received six instructional sessions that involved the teacher modeling a story and supporting the students while they retold and generated oral stories. Pictures and icons were used to represent story grammar elements, but were faded within session to facilitate independent storytelling. The oral language instruction had an immediate positive effect on the narrative quality of students' writing. Individual and overall effects were significant and maintained three to four weeks later. Findings suggest an efficient causal relation between oral language instruction and writing quality.Writing is a critical 21st century literacy skill and plays a conspicuous role across the lifespan. As children age and move beyond expressing wants in holiday wish lists and signing their name in cards, writing becomes a method of influence and a measure of achievement. Students with proficient writing skills can effectively communicate to others what they know and how well they know it. Furthermore, student writing can serve as an indicator of post-secondary success. In an increasingly competitive application process, most colleges and universities require written narratives and exams, evaluating student preparedness for higher-level cognitive demands. In the workforce, 82% of employers list written communication as a highly requisite job skill and use resumes, emails, and applications to evaluate applicants' writing skills (National Association of Colleges & Employers, 2019). Sadly, 23% of U.S. eighth grade students and less than 33% of high school seniors demonstrate proficient writing skills (National Center for Education Statistics, National Assessment of Educational Progress [NAEP], 2012 1 ). To prepare students with the literacy skills necessary for success in today's society, writing instruction must begin early and be effective for all students. Early writing instructionMost students are formally introduced to writing when they enter kindergarten. Very quickly, writing takes a prominent role in classroom activities and its importance is emphasized in grade

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Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

Cited by 9 publications

References 26 publications

Writing assessment in early primary classrooms: thoughts from four teachers

Writing assessment in early primary classrooms: thoughts from four teachers

Paragraph Organization Errors in the Writing of Pakistani College-Going Students: An Error Analysis Study

Oral Narrative Instruction Improves Kindergarten Writing

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