Document Type
Article
Publication Date
Winter 2016
Publication Title
Reading Matters
Volume
16
Publisher
SCIRA
Abstract
Research has demonstrated a variety of instructional strategies that effectively support young children’s writing, yet little is known about how often teachers use these strategies. The purpose of the present study was to identify instructional strategies for writing that teachers deem effective, how often they use them, and what they perceive as barriers to implementation. The sample included approximately 100 randomly selected elementary school teachers (grades K-5th) from across the state of South Carolina. Survey results indicated teachers use a variety of effective practices to teach their young writers, notably use of modeling and mini-lessons. However, teachers reported having little time to teach writing with exceptional limitations in the use of technology to build writing skills.
Recommended Citation
White, K. M., Hall, A. H., & Barrett-Tatum, J. (2016). Investigating what matters for writing instruction in South Carolina elementary schools: Teachers’ perceptions of effective writing strategies and barriers to implementation. Reading Matters, 16, 17-23.
Comments
This article is published in the journal Reading Matters. Please find the published version here: http://www.scira.org/reading-matters.html,/a>