Teaching Writing in Primary Education: Classroom Practices, Learning Time, Teacher Characteristics, and Their Relationships

• In Event: Roundtable Session 8
  In Roundtable Session: Writing and Literacies SIG Roundtable 2: Translingual, Transnational, and Stateless Narratives

Abstract

Research showed that the writing level at the end of Dutch primary education is insufficient. The quality of writing education in Dutch primary schools is poor, according to a report of the national inspectorate. The aim of our study was twofold: to gain insight into writing education in grades 4 to 6 in the Netherlands, and to search for explanatory variables of students’ writing performance.
Data were collected of 51 teachers and 1135 students in grades 4 to 6, using a mixed-methods approach. We conclude there is much room for improvement in the teaching of writing, our theoretical model is a good fit of the data, and the conditions for a strategy-oriented writing intervention are opportune.

Authors

• Saskia Rietdijk, University of Amsterdam

• Tanja Janssen, University of Amsterdam

• Daphne Weijen

• Gert Rijlaarsdam, University of Amsterdam