Process-Oriented Writing Instruction in Elementary Classrooms
Evidence of Effective Practices from the Research Literature
DOI:
https://doi.org/10.1558/wap.v6i3.467Keywords:
computers and writing, elementary school, writing strategy instruction, writing workshop, writing conference, mentor texts, play in writing, primary grades, process writingAbstract
Process writing instruction is an influential paradigm in elementary classrooms, but studies of its effectiveness are mixed. These mixed results may occur because teachers implement process writing in vastly difference ways, which makes it difficult to assess the effectiveness of process approaches broadly. Therefore, this literature review examines the features of the process writing instruction are effective. Drawing on empirical evidence, it answers the question: What practices within process writing have evidence of effectiveness? A literature search was conducted and 93 studies that met the inclusion criteria were found. The studies were coded thematically and indicate seven categories of effective practices: writing strategy instruction, computers in the writing process, talk during the writing process, play during the writing process, including children’s ways of knowing, flexible participation structures, and mentor texts. Evidence about the effectiveness of these features and directions for future research are discussed.
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Published
2014-12-05
Issue
Section
Research Matters
How to Cite
McQuitty, V. (2014). Process-Oriented Writing Instruction in Elementary Classrooms: Evidence of Effective Practices from the Research Literature. Writing and Pedagogy, 6(3), 467-495. https://doi.org/10.1558/wap.v6i3.467
