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ERIC Number: ED458572
Record Type: Non-Journal
Publication Date: 2001-Feb-24
Pages: 7
Abstractor: N/A
Reference Count: N/A
Making Writing Instruction Work. Issue Brief.
Hampton, Sally; Ouellette, Mark
Learning to read and write is critical to a child's success in school and adult life. One of the best predictors of whether children will function competently in school and, later, contribute to the increasingly literate society is their progress in reading and writing. For this reason, the 1985 National Assessment of Educational Progress (NAEP) writing scores generated considerable alarm about students' apparent lack of writing proficiency. In response to these low NAEP scores, much research has been done on how to develop a quality literacy program for all students. A great deal is now known about how young children learn to read and write and how to help them develop the requisite literacy skills in the early years. Policymakers wanting to improve on the results of the latest NAEP writing assessments may want to help schools incorporate this knowledge into the curriculum. These strategies can assist in achieving this objective: include writing assessments in current primary-level reading assessments; improve preservice instruction for new primary-grade teachers; support professional development for experienced teachers; and connect technology initiatives with written instruction. (Contains 13 notes.) (NKA)
National Governors' Association, Education Policy Studies Division, Hall of States, 444 N. Capitol St., Washington, DC 20001-1512. Tel: 202-624-5300. Web Site: For full text:
Publication Type: Opinion Papers
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: National Governors' Association, Washington, DC. Center for Best Practices.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress