Reflections on the need for continued research on writing

Abstract

A focused scientific research effort on writing research and its relationship to language development and reading is needed to address the writing and broader literacy needs of today's and tomorrow's learners and workers. In the United States, as well as in many other nations, research on writing has been neglected in relation to the emphasis on reading and oral language more generally. The authors argue first for why there is a need for this refocused effort, what should be focused on, and how as a field we should consider moving forward and addressing this imperative. In addressing the why, the authors argue that need is not limited to a particular age or developmental range but rather is broad-based, beginning with our youngest learners and continuing through those transitioning into post-secondary and the workplace. The clear message is that the picture is surprisingly similar across age ranges with a demonstrated need beginning with those coming from less advantaged backgrounds into formal education to the majority of students transitioning from twelfth grade into the workplace or post secondary settings. The authors suggest next steps for research addressing both what and how: what areas of science are areas of high need and how the field may consider moving forward to address these needs. Interdisciplinary research on

The Effect of Post-Teaching Activity Type on Vocabulary Learning of Elementary EFL Learners

“…The importance of writing good quality narrative has long been recognized in the field of education (Miller & McCardle, 2011). Muncie (2002) points out that writing in context is a tool for general second language improvement provided that it pays special attention to vocabulary use.…”

Exploring relationships between working memory and writing: Individual differences associated with gender

“…The poor writing performance of boys relative to girls has been raised as an issue of particular concern in the UK and elsewhere (Lee, 2013;Miller & McCardle, 2011;Ofsted, 2003) with a gap of some 15% -19% in the proportion of boys leaving UK primary schools having attaining expected levels in writing (DCSF, 2010). …”

Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students

“…Over the years, more research efforts have been focused on reading and oral language than writing. In a recent review of the literature on writing, Miller and McCardle (2011) pointed out the need for more focused research on the early precursors to writing. While the gap is beginning to close in research on alphabetic languages, research on writing in Chinese has a long way to catch up.…”