ERIC Number: EJ1173425
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Writing Instruction in Canadian Preschool-Primary Grades: A Literature Review
Heppner, Denise H.
McGill Journal of Education, v52 n2 p335-358 2017
This article reports on the results of a literature review addressing the research questions: What strategies for writing instruction have proven to be effective in promoting writing development in preschool-primary aged children? What research on writing instruction has been conducted within Canada on preschool-primary aged children? An examination of Canadian research reveals a significant lack of studies in the area of preschool-primary writing instruction. Theories of writing pedagogy are situated within a framework of six discourses: skills, creativity, process, genre, social practices, and sociopolitical. While the Canadian research represented all discourses, it was lacking in number and did not yet address such important areas as the literacy achievement gaps between urban/rural and Aboriginal/non-Aboriginal students.
Descriptors: Foreign Countries, Writing Instruction, Preschool Children, Elementary School Students, Primary Education, Instructional Effectiveness, Outcomes of Education, Writing Skills, Creativity, Writing Processes, Literary Genres, Writing Achievement, Achievement Gap, Urban Youth, Rural Youth, Canada Natives, Teaching Methods, Literature Reviews
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A