The Nature and Variability of First-Grade Writing Instruction

• In Event: Diverse Approaches to Literacy Intervention in the Primary Grades

Abstract

Despite the importance of writing achievement in school, relatively little is known about teachers’ instructional practices and students’ writing activities in the primary grades. The purpose of this paper is to expand the empirical base on writing instruction by presenting preliminary findings on the nature and variability of writing instruction in first grade. Four observations across an academic year were conducted in 23 first-grade classrooms in five elementary schools. An observation system was designed to capture instructional dimensions important for writing instruction. Preliminary results reveal that there is considerable variation in the amount, type, and organization of writing instruction as well as in students’ writing activities. These findings contribute to our understanding first-grade writing instruction.

Authors

• Elizabeth N. Farley-Ripple, University of Delaware

• Charles A. Macarthur, University of Delaware

• David Coker, University of Delaware

• Allison F Jackson, University of Delaware

• Huijing Wen, University of Delaware