ERIC Number: ED366987
Record Type: RIE
Publication Date: 1993-Dec
Reference Count: N/A
Teaching and Learning Writing Skills in a Low-SES, Urban Primary Classroom.
A study investigated how writing skills were taught and learned in one low-SES, urban, whole language primary classroom. Participants were three teachers who team-taught a group of primary-age children and 11 children who were considered conventional writers, 3 of whom had learning disabilities. Teachers and children were observed twice a month for a school year during literacy instruction, and six visits were tape-recorded. Children's writing folders and journal entries were collected in September and compared to their writing samples from spring. Five writing skills (fluency, a sense of audience and purpose, organization, use of written language, and use of lively or engaging language) were examined holistically, and the skills of using compound or lengthy sentences, end mark punctuation, capitalization, and spelling were examined through word and sentence counts and error rates. Results indicated that the teachers were effective in helping the children with some skills but not others. While they changed their instruction mid-year to meet the needs of learners, their instruction was not always a part of the children's writing. More opportunities for editing and publishing and more direct, explicit instruction on particular skills may be needed for some of the children. (Two tables of data are included; 79 references, scoring rubrics for students' journal entries and for letters, sample scoring for a journal entry and a letter, a narrative account of one portfolio examination, and pre- and post-journal writing exercises for one child are attached.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Descriptive Research; Error Monitoring
Note: Paper presented at the Annual Meeting of the National Reading Conference (43rd, Charleston, SC, December 1-4, 1993). Child's journal samples may not copy clearly.