An examination of two methods of delivering writing instruction to fourth grade students.

摘要

This study compares two methods of delivering writing instruction to fourth grade students. In the study, a writing instructional specialist delivered writing instruction to all fourth graders at an inner-city school. Seventy-eight percent (78%) achieved mastery of writing skills tested on the fourth grade TAAS writing test. The next year, classroom teachers delivered writing instruction and 44% achieved mastery. Interviews with teachers revealed that they believed that using a writing instructional specialist achieves better success. The data obtained from interviews with teachers support the following recommendations: (a) teachers need better training in writing theory and practice including both in-service and pre-service training (b) teachers should have better curriculum guidance (c) teachers need improved administrative and team support and, (d) the writing curriculum should include cross-curricular and cross-grade level instruction. Data indicate that writing is best taught by a teacher who is knowledgeable about writing theory and practice. Every effort should be made to ensure that all students receive quality writing instruction.