The DOI matches its Crossref record; 33 of the 33 references it cites were found in a registry or an index.
Teaching Writing to Elementary Students in Grades 4–6: A National Survey
Abstract
A random sample of elementary teachers in grades 4–6 from across the United States were surveyed about their writing practices. Their responses raised concerns about the quality of writing instruction in upper-elementary grades. Almost two-thirds of the teachers reported that the teacher education courses they took in college provided them with little preparation to teach writing. They also reported that they teach writing for only 15 minutes a day and their students spend just 25 minutes a day writing texts of paragraph length or longer. The writing activities they mostly assigned involved writing-to-learn activities, but other important types of writing like persuasive writing, writing to inform, writing to describe, and research reports were assigned infrequently. Teachers reported using a wide range of evidenced-based instructional practices, but most of these practices were used infrequently. They make a variety of different types of adaptations for weaker writers, and most of these adaptations were applied frequently.
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Cites
Baron, R. M., & Kenny, D. A. (1986) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.51.6.1173 · Cited by 91,532
Handbook of Educational Psychology
(2013) · Routledge eBooks · doi:10.4324/9780203053874 · Cited by 3,212
A meta-analysis of writing instruction for adolescent students
Graham, S., & Perin, D. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.3.445 · Cited by 1,609 · cited 6×
“The findings from recent meta-analyses demonstrated that writing about material read (Graham & Hebert, in press) as well as writing about subject matter material (Bangert-Drowns, Hurley, & Wilkinson, 2004; Graham & Perin, 2007a) enhanced students’ understanding and learning.”
BackgroundMethodInfluentialSelf-citationDillman, D. A. (1999) · Cited by 1,161
The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis
Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004) · Review of Educational Research · doi:10.3102/00346543074001029 · Cited by 802
Primary grade writing instruction: A national survey.
Cutler, L., & Graham, S. (2008) · Journal of Educational Psychology · doi:10.1037/a0012656 · Cited by 520
Self-citationTeacher development and school improvement: The process of teacher change
Stein, M. K., & Wang, M. C. (1988) · Teaching and Teacher Education · doi:10.1016/0742-051x(88)90016-9 · Cited by 515
Harris, K. R., Graham, S., & Mason, L. H. (2006) · American Educational Research Journal · doi:10.3102/00028312043002295 · Cited by 498
Self-citationTeaching writing to high school students: A national survey.
Kiuhara, S. A., Graham, S., & Hawken, L. S. (2009) · Journal of Educational Psychology · doi:10.1037/a0013097 · Cited by 396
Self-citationLiteracy Instruction in Nine First-Grade Classrooms: Teacher Characteristics and Student Achievement
Wharton-McDonald, R., Pressley, M., & Hampston, J. M. (1998) · The Elementary School Journal · doi:10.1086/461918 · Cited by 353
Cited by
Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading
Graham, S., & Hebert, M. (2011) · Harvard Educational Review · doi:10.17763/haer.81.4.t2k0m13756113566 · Cited by 563
Self-citationFormative Assessment and Writing: A Meta-Analysis
Graham, S., Hebert, M., & Harris, K. R. (2015) · The Elementary School Journal · doi:10.1086/681947 · Cited by 340
Self-citationWriting: importance, development, and instruction
Graham, S., Gillespie, A., & McKeown, D. (2013) · Reading and Writing · doi:10.1007/s11145-012-9395-2 · Cited by 270
Self-citationAutomated Writing Evaluation and Feedback: Multiple Metrics of Efficacy
Wilson, J., & Roscoe, R. D. (2020) · Journal of Educational Computing Research · doi:10.1177/0735633119830764 · Cited by 176
Palermo, C., & Thomson, M. M. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.07.002 · Cited by 107
Metadata
- Authors
- Gilbert, J., & Graham, S.
- Venue
- The Elementary School Journal
- Publisher
- University of Chicago Press
- Published
- 2010-06
- Volume
- 110
- Issue
- 4
- Pages
- 494-518
- ISSN
- 0013-5984 (ISSN-L)
- 1554-8279
- OpenAlex
- W2166201094
- Cited by
- 386
- References
- 33
- FWCI
- 68.50
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
