Teacher perceptions of written expression: Adaptations used in the classroom for struggling writers
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Date
2015-09
Authors
Luedee, Michelle
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Saint Vincent University
Abstract
This study examined how teachers in Newfoundland and Labrador and Nova Scotia adapt teaching
methods in the writing process to accommodate students who struggle with writing. Self-reported
responses focused on feelings of preparedness to teach writing and writing strategies, specific
writing adaptations being used, confidence to implement different strategies, and specific challenges
encountered from 27 elementary and high school teachers were examined. Teachers were asked to
complete a survey indicating specific strategies used to teach the writing process and adaptions used
when students display writing difficulties. Teachers were also asked to rate their level of confidence
to implement various strategies and concepts and to determine the level of importance for each in
their own classroom while teaching the writing process. Teachers were also asked to include
demographic information pertaining to gender, teaching experience, educational qualifications, etc.
Open-ended responses were analyzed qualitatively to determine common themes among
participants. Results indicated that teachers are using evidence-based interventions to teach the
writing process and help struggling students. However, the study did not inquire about frequency for
each strategy. Most teachers indicated that not enough time was being spent teaching the process of
writing. There were a number of strategies where participants indicated a higher level of importance
than their confidence to implement the strategy, suggesting that more research is needed to clarify
those reasons. Implications for teacher education preparation programs, high school teachers,
understanding the increased demands of writing in other subject areas, and future directions are
discussed.
Description
Keywords
Written expression , Teaching methods - writing , Executive function