Running Head: WRITING IMPORTANCE AND BEST PRACTICES 1

Early and Elementary Writing Instruction (Pre-K-5): Benefits of Quality Instruction,

Engagement, and Commitment to Increased Time

Brittany Thompson & Katie Smith

Longwood University

READ 650: Eval of Literacy Research

Dr. Blanchette
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Importance of Writing in Elementary Grades

Writing is a key literacy component and early emphasis, especially in the beginning of

elementary school, strengthens overall literacy development that leads to new opportunities for

learning and promoting thinking (Collins, 2017). Research states that three fourths of primary-

grade students at risk of reading difficulties will continue to have reading problems in the future

(Coker, 2018). Early instruction on handwriting, spelling, and composing not only strengthens

reading skills but when developed in the early elementary years will contribute to stronger

literacy development throughout the remainder of their lives (Coker, 2018). This suggests

providing quality instruction, opportunities for engagement, and ensuring educators commit to

providing students time to write each day throughout their early and elementary education is

critical for literacy development.

Quality Writing Instruction

Students need direct, explicit writing instruction as well as time to strengthen these skills

throughout the instructional school day (Kilpatrick). Research supported that balancing reading

and writing instruction and understanding how to maximize literacy development, including

integrating writing across content areas, as effectively and efficiently as possible can

simultaneously improve both reading and writing skills (Graham, 2018). When quality

implementation is in place throughout early and elementary educational settings, students spend

more time writing and build an understanding of writing with purpose and relevance.

Emphasis on Time Spent Writing

The amount of time spent on writing in elementary classrooms varies greatly. Sessions

noted that the delivery of writing curriculum has been de-emphasized in elementary schools

(Sessions, 2016). Coker’s research also found discrepancies in the amount of time spent writing
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varies among classrooms, schools, counties, and districts (Coker, 2016). This variability suggests

teachers may be uncertain about how much writing instruction is needed and how best to teach

writing. Variability improved with productive professional development for early and elementary

teachers or preservice teachers that addresses the importance of writing, what best practices look

like, and have clear expectations on how much time students should be engaged in writing

(Coker, 2016).

Role of Engagement

Limited student engagement or negative views towards writing can lead to stagnant

development of quality writing. Sessions determined that visualizing, sequencing, and

incorporating specific details in writing improved when elementary students were engaged or

involved in the process (Sessions, 2016). Studies showed that embedding iPad applications to the

writing process encouraged positive behaviors and improved the overall quality of student

writing (Sessions, 2016). Relevant and engaging teaching practices, including integrating

technology, throughout early and elementary education promotes the development of quality

writing and encourages key decision making skills for students (Sessions, 2016).

Reading and Writing Synchrony

It is imperative that the focus of literacy instruction shifts towards developing reading

and writing in synchrony (Graham, 2017). Using a meta-analysis, researchers examined quasi-

experiments that focused on the effects of using a balanced literacy approach where no more

than 60 percent of instruction could be devoted to reading or writing instruction. It was

determined that balancing reading and writing instruction can improve both reading and writing

skills as they enhance one another in the literacy process and proved to yield comparable results

(Graham, 2017). The meta-analysis concluded that improvements were made in writing quality,
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mechanics, and output or amount of writing produced when reading and writing were taught in

conjunction with one another. Statistical improvements in writing were not present when writing

was taught in isolation (Graham, 2017).

Writing can be used as a means to make sense of reading and support comprehension.

Collins researched the effects of teaching writing and reading together through the use of graphic

organizers called Think-Sheets. Students in the study completed a comprehension assessment

before using Think-Sheets and after the intervention. He found students that were instructed on

how to use think-sheets during reading showed improved reading comprehension (Collins,

2017). He also found that the higher degree of implementation fidelity and the longer students

were enrolled in the intervention produced the greatest gains. When students improve

comprehension, it opens new opportunities for learning and promotes thinking. The lack of

research and the limited amount of valid interventions for direct, explicit writing instruction is an

area that should be explored more to strengthen learning and reading comprehension.

Research Need

Decreased emphasis at the early and elementary level on writing within instructional

practices and throughout the instructional day has been recognized as a concern across the

country (Coker, 2015). New Common Core writing standards have been developed to ensure

students receive adequate writing instruction to strengthen overall literacy development over

time (Coker, 2015). Though these standards offer a starting point for educators to begin

revamping writing instruction, they still leave many unanswered questions. Coker’s research

found the amount of time spent on writing instruction varied greatly across classrooms and

counties (Coker, 2016). We would be interested in seeing if more time spent on writing

instruction is actually more beneficial or if the type of instruction enhances the quality of
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independent writing. Therefore, we propose these questions: Does writing improve at the early

and elementary level when writing instruction is aligned and balanced with reading instruction?

What is a sufficient, yet manageable, amount of time that students should spend independently

writing each day to support overall growth?

Methods

Participants will consist of 80-85 first grade students from eight different classrooms in

four different Title 1 schools in a sub-urban area in central Virginia. Because of the location,

students will be representative of a variety of ethnicities relevant to their location. Title 1 schools

support high percentages of students from low socioeconomic backgrounds, making this

population diverse. We will also take into account the amount of English Language Learners

students and students with disabilities.

To examine our questions about balancing reading and writing instruction and the amount

of time spent on instruction, we will conduct a qualitative study over two years. Data will be

collected from student writing samples three times a year, using a rubric, to monitor growth in

the areas of writing quality, mechanics, and output. Teachers are selected based on the following

criteria: five or more years of experience, provides consent to participate in the survey with the

understanding they will be interviewed twice throughout the course of the study, and willingness

to participate in ongoing professional development through a professional learning community

once a week. Each year, selected teachers will receive training in balancing reading and writing

instruction or a direct, explicit approach beginning two months before they begin working with

students.

Students receiving instruction with the balancing reading and writing program will

receive equal amounts of instruction on reading and writing throughout the school day. Students
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receiving direct, explicit reading and writing instruction will integrate reading and writing across

content areas throughout the school day. Data will be analyzed collectively as well as being

analyzed in smaller subgroups such as English Language Learners and students with disabilities.

By comparing data from the different approaches, as well as teacher feedback about these

processes, we will have a better understanding of sufficient time for independent writing and the

overall quality of writing produced.

References

Coker, D., Farley-Ripple, E., Jackson, A., Wen, H., MacArthur, C., & Jennings, A. (2016).

Writing instruction in first grade: An observational study. Reading and Writing : An

Interdisciplinary Journal, 29(5), 793-832. doi:10.1007/s11145-015-9596-6.

Coker, D., Jennings, A., Farley-Ripple, E., & MacArthur, C. (2018). The type of writing

instruction and practice matters: The direct and indirect effects of writing instruction and

student practice on reading achievement. Journal of Educational Psychology, 110(4),

502-517.

Collins, J., Lee, J., Fox, J., & Madigan, T. (2017). Bringing together reading and writing: An

experimental study of writing intensive reading comprehension in low-performing urban

elementary schools. Reading Research Quarterly, 52(3), 311-332.

Graham, S., Liu, X., Aitken, A., Ng, C., Bartlett, B., Harris, K., & Holzapfel, J. (2018).

Effectiveness of literacy programs balancing reading and writing instruction: A meta-

analysis. Reading Research Quarterly, 53(3), 279-304. doi:10.1002/rrq.194

Kilpatrick, D. (2015). Essentials of assessing, preventing, and overcoming reading difficulties.

New Jersey: Wiley & Sons, Inc.

Korth, B., Wimmer, J., Wilcox, B., Morrison, T., Harward, S., Peterson, N., Pierce, L. (2017).

Practices and challenges of writing instruction in k-2 classrooms: A case study of five

primary grade teachers. Early Childhood Education Journal, 45(2), 237-249.

doi:10.1007/s10643-016-0774-1
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Sessions, L., Kang, M., & Womack, S. (2016). The neglected “r”: Improving writing instruction

through ipad apps. Techtrends : Linking Research and Practice to Improve Learning

Publication of the Association for Educational Communications & Technology, 60(3),

218-225. doi:10.1007/s11528-016-0041-8