NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED533112
Record Type: Non-Journal
Publication Date: 2012-Jun
Pages: 109
Abstractor: ERIC
Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058
Graham, Steve; Bollinger, Alisha; Olson, Carol Booth; D'Aoust, Catherine; MacArthur, Charles; McCutchen, Deborah; Olinghouse, Natalie
What Works Clearinghouse
Writing is a fundamental part of engaging in professional, social, community, and civic activities. Nearly 70 percent of salaried employees have at least some responsibility for writing, and the ability to write "well" is a critical component of being able to communicate effectively to a variety of audiences. Because writing is a valuable tool for communication, learning, and self-expression, people who do not have adequate writing skills may be at a disadvantage and may face restricted opportunities for education and employment. Students should develop an early foundation in writing in order to communicate their ideas effectively and efficiently--yet many American students are not strong writers. In fact, less than one-third of all students performed at or above the "proficient" level in writing on the 2007 National Assessment of Educational Progress Writing Assessment. The authors believe that students who develop strong writing skills at an early age acquire a valuable tool for learning, communication, and self-expression. Such skills can be developed through effective writing instruction practices that provide adequate time for students to write. This guide, developed by a panel of experts, presents four recommendations that educators can use to increase writing achievement for elementary students and help them succeed in school and society. These recommendations are based on the best available research evidence, as well as the combined experience and expertise of the panel members. Appended are: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. A glossary is included. (Contains 15 tables, 2 figures and 346 endnotes.)
What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail:; Web site:
Publication Type: Guides - Classroom - Teacher
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: What Works Clearinghouse (ED); National Center for Education Evaluation and Regional Assistance (ED)
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Funded: Yes
Grant or Contract Numbers: N/A
IES Cited: ED422343; EJ823719; EJ338865; ED492949; EJ304245; EJ594912; EJ473728; EJ671093; ED511633; EJ490266; ED475856; EJ684414; ED500814