Teacher Modeling in Writing Instruction: A Literature Synthesis

• In Event: 14.019 - Advances in Writing Instruction, Assessment, and Interventions

Abstract

Teacher modeling is commonly identified as a necessary element that makes literacy instruction methods effective for students and is widely recommended across different reading and writing programs. However, no extensive literature review has been done on teacher modeling. It is not known whether the efficacy of teacher modeling was empirically supported. The review aims to critically review the literature on teacher modeling in writing instruction by synthesizing 20 correlational and intervention studies. Results showed that the importance of modeling together with other instructional methods is supported by research. However, little is known about the efficacy of modeling itself on students' writing performance. Suggestions were made for ways of conducting research on modeling in writing instruction to promote better educational outcomes.

Author

• Huijing Wen, University of Delaware