Evidence-based practices for teaching writing

Amy Gillespie and Steve Graham reveal the techniques that have been proven to work when teaching children and young people to write

WRITING IS A MULTIFACETED TASK THAT involves the use and co-ordination of many cognitive processes. Due to its complexities, many pupils find writing challenging and many teachers struggle to find methods to effectively teach the skill.

What we know
Evidence-based practices for teaching writing include:
● Teaching strategies for planning, revising, and editing
● Having pupils write summaries of texts
● Permitting pupils to write collaboratively with peers
● Setting goals for pupil writing
● Allowing pupils to use a word processor
● Teaching sentence combining skills
● Using the process writing approach
● Having pupils participate in inquiry activities for writing
● Involving pupils in prewriting activities
● Providing models of good writing
Teachers should supplement their current writing practices and curricula with a combination of evidence-based practices that best meets the needs of their pupils.

This article is available to subscribers only. If you are an existing subscriber, please login. New subscribers may register below.

Existing Users Log In


February 2011