The aim of this study is to determine the effects of a Process-Based Writing Modular Instructional Program (PBWMIP), supported with graphic organizers and formative assessment, on second-grade primary school students' writing compositions and attitudes toward writing. This quasi-experimental research design study was conducted with 40 second…

The purpose of this study was to examine the effects of an approach to teaching opinion writing in the primary grades that combined collaborative reasoning with strategy instruction. Four teachers and 80 students were randomly assigned to treatment and control conditions for 10 days of instruction in opinion writing. Students wrote opinion essays…

In this case study, two teacher educators in literacy examined teacher candidates' (N = 24) learning of writing instruction across a three-course sequence of literacy methods. Data collected included a survey of candidates' knowledge of writing instruction, their formal observations of writing lessons in their student-teaching placements, a…

Traditionally, assessing student writing ability has often been product-focused. Advocates of child-centered process-oriented classrooms, however, suggest that teachers should also focus on understanding children's writing behaviors in the context of meaningful communicative tasks. In such an approach, writing conferences are one way in which…