 Teaching second-grade students to write sequential textSarah K. Clark and John Neal The Journal of Educational Research, 2018, vol. 111, issue 6, 764-772 Abstract: With the adoption of the English Language Arts Common Core State Standards, writing has become an increasingly important area of instruction. Moreover, there has been an increased sophistication in the types of writing required of young children and the use of textual evidence expected in student writing. Historically, children have not been routinely taught explicit strategies for writing, but have been exposed to less rigid writing instruction such as Writer's Workshop. The current study examined an explicit writing strategy, the Read-to-Write Strategy, to determine its effectiveness in teaching young children how to write sequential text. A single subject design (N = 40) was used to compare the writing of second graders before and after instruction. Results indicated that the Read-to-Write Strategy significantly increased the quality of sequential text from the pre- to post-instruction with a large effect size reported. Implications and recommendations for educators and researchers are provided. Date: 2018 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:111:y:2018:i:6:p:764-772 Ordering information: This journal article can be ordered from DOI: 10.1080/00220671.2018.1437531 Access Statistics for this article The Journal of Educational Research is currently edited by Mary F. Heller More articles in The Journal of Educational Research from Taylor & Francis Journals |
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