What Happens to Writing? Investigating Fourth- to Eighth-Grade Writing Instruction Over Time

• In Event: AERA Roundtable Session 1
  In Roundtable Session: A Close Look at Writing Processes, Language Choices, and Its Instruction for Children Through Young Teens

Abstract

Using quantitative and qualitative analysis of video records of classroom instruction and teacher interviews, this paper presents findings of English Language Arts writing instruction sampling from 97 4th - 8th grade classrooms in 2010 and 2018. The data point to a narrowing and fragmenting of the discipline, where writing is either squeezed in or used as a tool to assess reading comprehension. Findings suggest the need for teacher preparation, professional development, and curricular resources that support teachers in seeing and teaching writing as an integral part of the discipline for student literacy development.

Authors

• Chandra L. Alston, North Carolina State University

• Jessica L Eagle, North Carolina State University