NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1047458
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1937-6928
A National Survey of Revising Practices in the Primary Classroom
Saddler, Bruce; Saddler, Kristie; Befoorhooz, Bita; Cuccio-Slichko, Julie
Learning Disabilities: A Contemporary Journal, v12 n2 p129-149 2014
A random national sampling of primary grade teachers in the United States were surveyed to determine how they teach revising to writers in the elementary grades. Our findings suggest that in our sample of teachers, little time is dedicated in the school day to writing and especially revising. The teachers believed that more time spent revising did not necessarily lead to better revisions. Peer-support structures were widely employed and the use of rubrics during revision was widespread, but unevenly effective and less effective when utilized during peer-grouping structures. Teachers generally did not use strategies or commercial programs for writing or revising. Teachers reported that their students primarily made surface level revisions that generally did not improve their compositions. Finally, the presence of students with disabilities did not necessarily alter the type of writing and revising instruction delivered in classrooms
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldam.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A