Writing and reading performance in Year 1 Australian classrooms: associations with handwriting automaticity and writing instruction

Malpique, A.; Pino-Pasternak, Deborah; Roberto, Magda Sofia

doi:10.1007/s11145-019-09994-z

Cited by 24 publications

(13 citation statements)

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“…Large variability was reported in the amount of time students spend writing, ranging from 15 min to 7.5 h per week. Similar findings were reported in the few studies examining writing instruction in Australian classrooms (Malpique et al, 2017(Malpique et al, , 2020. When investigating the writing instruction provided in kindergarten and Year 1 classrooms, Malpique and colleagues noticed that the teaching of writing varied rather noticeably in both years of schooling, ranging from 20 to 300 min in kindergarten and 60-360 min in Year 1.…”

Section: Time For Writing and Instructional Practicessupporting

confidence: 68%

“…colleagues (2017, 2020) examine the writing instruction provided in early primary classrooms in Western Australia. Their findings suggested a large variability in the teaching of foundational and process writing skills across kindergarten (Malpique et al, 2017) and Grade 1 classrooms (Malpique et al, 2020), with kindergarten and Grade 1 teachers reporting spending more time teaching foundational skills than process writing skills, with an emphasis on teaching spelling. The current exploratory study was developed to gain insights into the nature and frequency of writing instruction in Australia.…”

Section: Global Picture Of Writing Instruction In Primary Educationmentioning

confidence: 99%

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Teaching writing in primary education (grades 1–6) in Australia: a national survey

et al. 2022

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Providing adequate writing instruction and practice in schools is an essential cornerstone of writing development and it affords a diagnostic approach for teachers. But what writing instruction is being practiced in Australian primary schools? The aim of this study was to survey a sample of teachers (n = 310) about their instructional practices for writing and their preparation and self-efficacy to teach writing. The majority of the teachers surveyed indicated they allocated on average less than three hours per week for writing practice in their classrooms, with findings further showing a large variability in the frequency of writing practice ranging from 15 min to 7.5 h per week. Findings suggested an emphasis placed on teaching foundational skills, such as spelling, over the teaching of process skills, such as planning and revising. Results further indicated that less emphasis is placed on teaching handwriting and typing. The majority of participating teachers reported implementing only six of the 20 different instructional practices included in the survey on a weekly basis, with school-home strategies being the least frequently reported strategies to foster students’ writing development. Most teachers expressed positive beliefs about their preparation and self-efficacy for teaching writing. Results from multiple regression analysis showed that preparation and self-efficacy for teaching writing significantly and statistically accounted for variability in using evidence-based practices, teaching foundational skills, and teaching process skills. However, only self-efficacy made a statically significant contribution to predicting strategies to extend writing to the home environment. Implications for teaching and recommendations for research are provided.

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Section: Time For Writing and Instructional Practicessupporting

confidence: 68%

Section: Global Picture Of Writing Instruction In Primary Educationmentioning

confidence: 99%

Teaching writing in primary education (grades 1–6) in Australia: a national survey

et al. 2022

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“…Similarly, the study results of Yurtbakan & Akyıldız (2020) are academically positive. It is predicted that the negativity in first reading and first writing performance can be corrected by practicing (Malpique et al, 2020;Ritchey & Coker., 2014). Therefore, it is thought that this negativity can be eliminated in time.…”

Section: Discussion and Resultsmentioning

confidence: 99%

“…On the other hand, in the literature, it is stated in studies on primary school first grade that one activity supports another. According to the results of the study conducted by Malpique et al (2020), the practicality obtained in the first writing skills positively affects the first reading skills. Anwar et al (2020), on the other hand, focus on teaching mathematics by designing mobile games at the first grade level.…”

Section: Introductionmentioning

confidence: 99%

COVID-19 and Primary School 1st Grade in Turkey: Starting Primary School in The Pandemic Based on Teachers' Views

Fidan¹

2021

temelegitim

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The COVID-19 pandemic initiated an extensive and sudden digital transformation in the education. Suddenly, an entire of students had to start managing and mastering with digital tools to participate in their compulsory basic education. In this study, starting primary school first grade remotely is examined according to teachers' views. The research method is qualitative phenomenology study. The study group consists of nine teachers determined by the maximum variation sampling method, which is one of the purposeful sampling types. Three of these teachers work in the village, three in the city center, and three in a private school. The data collected from teachers with the interview technique were analyzed using content analysis. According to the results of the research, teachers' views on remote teaching in the first grade of primary school were divided into two groups, positive and negative. While teachers have positive views in the parent participation, academic and convenience themes, they have negative views in the social, equal opportunity, psychology and academic themes. The experiences of teachers in the first grade of primary school show that first reading and writing can be achieved remotely. It is very important to reduce the social, psychological and equal opportunity problems.

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“…Okuma ve dinleme/izleme anlamaya dayalı, konuşma ve yazma ise anlatmaya dayalı dil becerilerini oluşturmaktadır (Şahin, 2020). Anlatmaya dayalı dil becerilerinden olan yazma, güçlü bir iletişim aracı (Malpique, Roberto ve Pino-Pasternak, 2020) ve en genel anlamda duygu ve düşüncelerin yazılı olarak aktarılması işlemidir. Yazma becerisi, konuşma ile birlikte insanın kendini ifade ettiği anlatım yollarından biridir (Elftorp, 2007).…”

Section: Introductionunclassified

An Analysis of Learners' Autonomous Writing Skills and Writing Anxiety through Qualitative and Quantitative Methods

Süğümlü

Alver

2021

Ana Dili Eğitimi Dergisi

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Araştırmanın amacı; öğrencilerin yazma özerkliği becerileri ve yazma kaygılarını nitel ve nicel yöntemlerle incelemektir. Araştırma süreci iki aşamadan oluşmaktadır. Araştırmanın birinci aşaması nitel yöntemle, ikinci aşaması ise nicel yöntemle yürütülmüştür. Araştırmanın çalışma gruplarını, 2019-2020 eğitim-öğretim yılı güz yarıyılında bir ilin ortaokullarında görev yapan 26 Türkçe öğretmeni ve aynı ilin ortaokullarında öğrenim gören 280 sekizinci sınıf öğrencisi oluşturmaktadır. Araştırmanın verileri; yarı yapılandırılmış görüşme formu, Yazma Özerkliği Ölçeği ve Yazma Kaygısı Ölçeği ile toplanmıştır. Araştırmanın nitel verilerinin analizi, MAXQDA 20 nitel veri analizi programıyla yapılmış ve veriler, içerik analizi tekniği ile çözümlenmiştir. Araştırmanın nicel verilerinin analizi, SPSS 25.0 paket programıyla yapılmış ve veriler, çeşitli istatistik teknikleri kullanılarak çözümlenmiştir. Araştırma ile öğrencilerin yazma özerkliği durumlarının yeterli görülmediği, yazma çalışmalarında yazma kaygıları yaşadıkları, yazma özerkliği ile yazma kaygısı düzeyleri arasında negatif yönlü anlamlı bir ilişkinin olduğu ve yazma kaygısının yazma özerkliğinin anlamlı bir yordayıcısı olduğu sonuçlarına ulaşılmıştır.

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Writing and reading performance in Year 1 Australian classrooms: associations with handwriting automaticity and writing instruction

Cited by 24 publications

References 50 publications

Teaching writing in primary education (grades 1–6) in Australia: a national survey

Teaching writing in primary education (grades 1–6) in Australia: a national survey

COVID-19 and Primary School 1st Grade in Turkey: Starting Primary School in The Pandemic Based on Teachers' Views

An Analysis of Learners' Autonomous Writing Skills and Writing Anxiety through Qualitative and Quantitative Methods

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