Teaching Writing to Elementary Students in Grades 4–6: A National Survey

By Jennifer K Gilbert, Steve Graham. The Elementary school journal, 2010

418 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/7590889da1a8e330fdaf89a7d1251aebf3be8fec

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Citations in the corpus

Research-Based Writing Practices and the Common Core (2015, background): “This is not a minor issue, though, as writing is a complex and difficult skill to master (Graham, 2006a), and too many teachers indicate that they are not adequately prepared to teach writing (Gilbert & Graham, 2010) or CCSS (Gewertz, 2013).”
Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers (2017, background): “Realizing these goals will not be easy, as students with LD receive very little writing instruction in school (Gilbert & Graham, 2010).”
Common Core State Standards, Writing, and Students with LD: Recommendations (2013, background): “As a result, teachers may emphasize that students engage in these processes, but spend very little time teaching them—something that is common in current writing instruction (see, e.g., Gilbert & Graham, 2010).”
A Meta-Analysis of Writing Instruction for Students in the Elementary Grades. (2012, background): “…so le ly fo r t he p er so na l u se o f t he in di vi du al u se r a nd is n ot to b e di ss em in at ed b ro ad ly . practices have raised serious concerns about the quality of writing instruction received by students in the elementary grades (e.g., Fisher & Hebert, 1990; Gilbert & Graham, 2010).”
The Influence of Classroom Blogging on Elementary Student Writing (2011, background): “Process-oriented writing researchers and educators, such as Donald Graves (1983), Lucy Calkins (1994), and Ralph Fletcher (2000), suggest that young writers learn to write by writing, that young writers need to understand their writing processes to develop strategies for monitoring and improving the”
Teaching writing to middle school students: a national survey (2013, methodology): “These adaptations were taken from previous surveys conducted with elementary and high school teachers (Gilbert & Graham, 2010; Graham, Harris, MacArthur, & Fink-Chorzempa, 2003; Kiuhara et al., 2009).”
Formative Assessment and Writing (2015, background): “Furthermore, very little writing or writing instruction takes place in a majority of schools in the United States (e.g., Applebee & Langer, 2006; Gilbert & Graham, 2010: Kiuhara, Graham, & Hawken, 2009).”
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing (2012, background): “Further adding to this picture, research indicates that the majority of elementary-grade teachers report inadequate pre- and inservice preparation in writing instruction (Gilbert & Graham, 2010).”
Teaching Writing in Primary Education: Classroom Practice, Time, Teachers’ Beliefs and Skills (2018, methodology): “…taught how to write (Brindle et al., 2016; Coker et al., 2016; Cutler & Graham, 2008; De Smedt, Van Keer, & Merchie, 2016; Gilbert & Graham, 2010; Hsiang & Graham, 2016), and (c) many teachers feel ill-equipped to teach writing (Brindle et al., 2016; Gilbert & Graham, 2010; Parr & Jesson, 2016).”
The Relationship among Strategic Writing Behavior, Writing Motivation, and Writing Performance with Young, Developing Writers (2017, methodology): “…while young children are still developing as writers at this point, there is a decreased emphasis on mastering basic writing skills, such as handwriting and spelling, and an increased interest in using writing for a broader array of purposes (see Cutler & Graham, 2008; Gilbert & Graham, 2010).”