Writing instruction in first grade: an observational study

As schools work to meet the ambitious Common Core State Standards in writing in the US, instructional approaches are likely to be examined (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010 ). However, there is little research on the current state...

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Vydáno v:	Reading & writing Ročník 29; číslo 5; s. 793 - 832
Hlavní autoři:	Coker, David L., Farley-Ripple, Elizabeth, Jackson, Allison F., Wen, Huijing, MacArthur, Charles A., Jennings, Austin S.
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Dordrecht Springer Netherlands 01.05.2016 Springer Springer Nature B.V
Témata:	Ambition Best practice Classrooms Common Core State Standards Curricula Early childhood education Education Educational standards Elementary education Elementary School Students Governors Grade 1 Grouping (Instructional Purposes) Language and Literature Linguistics Literacy Neurology Observation Observational studies Psycholinguistics Reading Comprehension Scholarship Schools Social Sciences Teachers Teaching Teaching Methods Time Writing Writing Assignments Writing Instruction Writing Processes Writing Skills United States > US First grade Writing instruction Observation
ISSN:	0922-4777, 1573-0905
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Abstract	As schools work to meet the ambitious Common Core State Standards in writing in the US, instructional approaches are likely to be examined (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010 ). However, there is little research on the current state of instruction. This study was designed to provide a comprehensive analysis of first-grade writing instruction across 13 schools in one state in the US. Daylong observations were conducted four times during the year in 50 first-grade classrooms. Using a time-sampled, observational protocol, observers coded multiple dimensions of instruction, including grouping, instructional focus, teacher instructional activity, and student writing activity. Results revealed that writing was taught for less than 30 min a day on average, and instruction in skills or process writing was common. Most instruction was organized in whole-class settings with teachers either presenting information or asking students questions. Variability in the amount and focus of writing instruction and in student writing activity was examined at the classroom and school levels. A small number of classrooms and schools were identified with distinctive patterns in their approach to instruction and writing activity. Several moderate relationships were found between the writing instructional focus and the nature of student writing. These findings suggest that first-grade writing instruction is inconsistent across classrooms and schools and point to instructional implications for teachers and schools in the US.
AbstractList	As schools work to meet the ambitious Common Core State Standards in writing in the US, instructional approaches are likely to be examined (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010 ). However, there is little research on the current state of instruction. This study was designed to provide a comprehensive analysis of first-grade writing instruction across 13 schools in one state in the US. Daylong observations were conducted four times during the year in 50 first-grade classrooms. Using a time-sampled, observational protocol, observers coded multiple dimensions of instruction, including grouping, instructional focus, teacher instructional activity, and student writing activity. Results revealed that writing was taught for less than 30 min a day on average, and instruction in skills or process writing was common. Most instruction was organized in whole-class settings with teachers either presenting information or asking students questions. Variability in the amount and focus of writing instruction and in student writing activity was examined at the classroom and school levels. A small number of classrooms and schools were identified with distinctive patterns in their approach to instruction and writing activity. Several moderate relationships were found between the writing instructional focus and the nature of student writing. These findings suggest that first-grade writing instruction is inconsistent across classrooms and schools and point to instructional implications for teachers and schools in the US. As schools work to meet the ambitious Common Core State Standards in writing in the US, instructional approaches are likely to be examined (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010 ). However, there is little research on the current state of instruction. This study was designed to provide a comprehensive analysis of first-grade writing instruction across 13 schools in one state in the US. Daylong observations were conducted four times during the year in 50 first-grade classrooms. Using a time-sampled, observational protocol, observers coded multiple dimensions of instruction, including grouping, instructional focus, teacher instructional activity, and student writing activity. Results revealed that writing was taught for less than 30 min a day on average, and instruction in skills or process writing was common. Most instruction was organized in whole-class settings with teachers either presenting information or asking students questions. Variability in the amount and focus of writing instruction and in student writing activity was examined at the classroom and school levels. A small number of classrooms and schools were identified with distinctive patterns in their approach to instruction and writing activity. Several moderate relationships were found between the writing instructional focus and the nature of student writing. These findings suggest that first-grade writing instruction is inconsistent across classrooms and schools and point to instructional implications for teachers and schools in the US. As schools work to meet the ambitious Common Core State Standards in writing in the US, instructional approaches are likely to be examined (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). However, there is little research on the current state of instruction. This study was designed to provide a comprehensive analysis of first-grade writing instruction across 13 schools in one state in the US. Daylong observations were conducted four times during the year in 50 first-grade classrooms. Using a time-sampled, observational protocol, observers coded multiple dimensions of instruction, including grouping, instructional focus, teacher instructional activity, and student writing activity. Results revealed that writing was taught for less than 30 min a day on average, and instruction in skills or process writing was common. Most instruction was organized in whole-class settings with teachers either presenting information or asking students questions. Variability in the amount and focus of writing instruction and in student writing activity was examined at the classroom and school levels. A small number of classrooms and schools were identified with distinctive patterns in their approach to instruction and writing activity. Several moderate relationships were found between the writing instructional focus and the nature of student writing. These findings suggest that first-grade writing instruction is inconsistent across classrooms and schools and point to instructional implications for teachers and schools in the US.
Audience	Grade 1 Primary Education Elementary Education Early Childhood Education
Author	Jackson, Allison F. Jennings, Austin S. Wen, Huijing MacArthur, Charles A. Farley-Ripple, Elizabeth Coker, David L.
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Cites_doi	10.1037/0022-0663.90.4.587 10.1037/a0029185 10.1016/j.cedpsych.2004.11.003 10.1207/S15326985EP3501_5 10.1037/0022-0663.95.2.279 10.1037/0022-0663.91.1.44 10.1006/ceps.2001.1085 10.3102/00346543073002125 10.1016/j.ecresq.2013.01.001 10.1037/0022-0663.94.4.669 10.1086/510655 10.1207/s1532799xssr0804_1 10.1037/0022-0663.92.4.620 10.1080/10824660802715403 10.1086/499740 10.1086/461918 10.1086/499753 10.1207/s15548430jlr3603_3 10.1007/s11145-013-9441-8 10.3102/0002831208319722 10.3102/0013189X09332373 10.1037/0022-0663.89.4.652 10.1037/a0012656 10.1016/j.cedpsych.2014.02.003 10.1080/07481756.2007.11909801 10.1007/s11145-007-9064-z 10.1086/681130 10.1086/681963
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SubjectTerms	Ambition Best practice Classrooms Common Core State Standards Curricula Early childhood education Education Educational standards Elementary education Elementary School Students Governors Grade 1 Grouping (Instructional Purposes) Language and Literature Linguistics Literacy Neurology Observation Observational studies Psycholinguistics Reading Comprehension Scholarship Schools Social Sciences Teachers Teaching Teaching Methods Time Writing Writing Assignments Writing Instruction Writing Processes Writing Skills
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Title	Writing instruction in first grade: an observational study
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