Investigation of Primary Grade Writing Instruction

Abstract

This study was designed to gather information regarding the writing practices of primary grade teachers across the United States. Surveys were sent to a random sample of 300 first, second, and third grade teachers (100 at each grade level) asking them a variety of questions regarding their writing programs. Of these teachers, 178 responded to the survey (61% response rate).

Results showed that 72% of teachers employed a writing approach that combined traditional skill instruction with process writing, and that 65% of respondents utilized a commercial program during writing instruction. Statistically significant differences were found by grade for the types of writing activities students do throughout the year. In addition, parent-teacher communication regarding students' writing was found to be low, and most teachers reported making personal changes to their writing programs due to recent No Child Left Behind legislation. Suggestions for future research and limitations are also addressed.