Primary Grade Writing Instruction: A National Survey

Laura Cutler, Stephen Graham

Research output: Contribution to journalArticle

174 Citations (Scopus)

Abstract

A random sample of primary grade teachers (N = 178; 97% female) from across the United States was surveyed about their classroom instructional practices in writing. Most of the participating teachers (72%) took an eclectic approach to writing instruction, combining elements from the 2 most common methods for teaching writing: process writing and skills instruction. Although 90% of the teachers reported using most of the writing instructional practices that were included in the survey, there was considerable variability between teachers in how often they used specific practices. The study provides support for the following 7 recommendations for reforming primary grade writing instruction: (a) increase amount of time students spend writing; (b) increase time spent writing expository text; (c) provide better balance between time spent writing, learning writing strategies, and teaching writing skills; (d) place more emphasis on fostering students' motivation for writing; (e) develop stronger connections for writing between home and school; (f) make computers a more integral part of the writing program; and (g) improve professional development for writing instruction in teacher education programs.

Original languageEnglish (US)
Pages (from-to)907-919
Number of pages13
JournalJournal of Educational Psychology
Volume100
Issue number4
DOIs
StatePublished - Nov 2008
Externally publishedYes

Fingerprint

writing instruction
teacher
Surveys and Questionnaires
Teaching
Students
Foster Home Care
random sample

Keywords

  • composition
  • instruction
  • instructional practices
  • primary grades
  • writing

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Primary Grade Writing Instruction : A National Survey. / Cutler, Laura; Graham, Stephen.

In: Journal of Educational Psychology, Vol. 100, No. 4, 11.2008, p. 907-919.

Research output: Contribution to journalArticle

@article{ef92a0d15e2b449aa06ddc49fd2a6796,
title = "Primary Grade Writing Instruction: A National Survey",
abstract = "A random sample of primary grade teachers (N = 178; 97{\%} female) from across the United States was surveyed about their classroom instructional practices in writing. Most of the participating teachers (72{\%}) took an eclectic approach to writing instruction, combining elements from the 2 most common methods for teaching writing: process writing and skills instruction. Although 90{\%} of the teachers reported using most of the writing instructional practices that were included in the survey, there was considerable variability between teachers in how often they used specific practices. The study provides support for the following 7 recommendations for reforming primary grade writing instruction: (a) increase amount of time students spend writing; (b) increase time spent writing expository text; (c) provide better balance between time spent writing, learning writing strategies, and teaching writing skills; (d) place more emphasis on fostering students' motivation for writing; (e) develop stronger connections for writing between home and school; (f) make computers a more integral part of the writing program; and (g) improve professional development for writing instruction in teacher education programs.",
keywords = "composition, instruction, instructional practices, primary grades, writing",
author = "Laura Cutler and Stephen Graham",
year = "2008",
month = "11",
doi = "10.1037/a0012656",
language = "English (US)",
volume = "100",
pages = "907--919",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "4",

}

TY - JOUR

T1 - Primary Grade Writing Instruction

T2 - A National Survey

AU - Cutler, Laura

AU - Graham, Stephen

PY - 2008/11

Y1 - 2008/11

N2 - A random sample of primary grade teachers (N = 178; 97% female) from across the United States was surveyed about their classroom instructional practices in writing. Most of the participating teachers (72%) took an eclectic approach to writing instruction, combining elements from the 2 most common methods for teaching writing: process writing and skills instruction. Although 90% of the teachers reported using most of the writing instructional practices that were included in the survey, there was considerable variability between teachers in how often they used specific practices. The study provides support for the following 7 recommendations for reforming primary grade writing instruction: (a) increase amount of time students spend writing; (b) increase time spent writing expository text; (c) provide better balance between time spent writing, learning writing strategies, and teaching writing skills; (d) place more emphasis on fostering students' motivation for writing; (e) develop stronger connections for writing between home and school; (f) make computers a more integral part of the writing program; and (g) improve professional development for writing instruction in teacher education programs.

AB - A random sample of primary grade teachers (N = 178; 97% female) from across the United States was surveyed about their classroom instructional practices in writing. Most of the participating teachers (72%) took an eclectic approach to writing instruction, combining elements from the 2 most common methods for teaching writing: process writing and skills instruction. Although 90% of the teachers reported using most of the writing instructional practices that were included in the survey, there was considerable variability between teachers in how often they used specific practices. The study provides support for the following 7 recommendations for reforming primary grade writing instruction: (a) increase amount of time students spend writing; (b) increase time spent writing expository text; (c) provide better balance between time spent writing, learning writing strategies, and teaching writing skills; (d) place more emphasis on fostering students' motivation for writing; (e) develop stronger connections for writing between home and school; (f) make computers a more integral part of the writing program; and (g) improve professional development for writing instruction in teacher education programs.

KW - composition

KW - instruction

KW - instructional practices

KW - primary grades

KW - writing

UR - http://www.scopus.com/inward/record.url?scp=56349100543&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=56349100543&partnerID=8YFLogxK

U2 - 10.1037/a0012656

DO - 10.1037/a0012656

M3 - Article

AN - SCOPUS:56349100543

VL - 100

SP - 907

EP - 919

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 4

ER -