Abstract

This study conducted in eight Utah school districts documented the amount of time devoted to elementary writing instruction and described classroom physical environments related to that instruction. One-hundred-seventy-seven full-day observations were completed during a one-week period. Results indicated that process-writing time was dominated by explicit instruction from the teacher. Other elements of the writing workshop were implemented, but in a fragmented way. Classroom physical environments were generally not literacy rich. Process-oriented teachers had richer environments than those who focused on conventions.

Original Publication Citation

Billen, M.T., Wilcox, B., Bahr, D.L., Shumway, J., Korth, B., Yates, E., Morrison, T.G., Simmerman, S., Harwarad, S.V., Peterson, N., & Pierce, L.E. (211). Instruction and physical environments that support process writing in elementary classrooms. Association of Literacy Educators and Researchers (ALER) Yearbook. http://www.aleronline.org/displaycommon.cfm?an=1&subarticlenbr=6

Document Type

Peer-Reviewed Article

Publication Date

2011-01-01

Permanent URL

http://hdl.lib.byu.edu/1877/2883

Publisher

Association of Literacy Educators and Researchers (ALER)

Language

English

College

David O. McKay School of Education

Department

Teacher Education

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