Teaching Second-Grade Students to Write Sequential Text

Keywords

Informational text, sequence, sequential text, text structure, writing instruction

Abstract

With the adoption of the English Language Arts Common Core State Standards, writing has become an increasingly important area of instruction. Moreover, there has been an increased sophistication in the types of writing required of young children and the use of textual evidence expected in student writing. Historically, children have not been routinely taught explicit strategies for writing, but have been exposed to less rigid writing instruction such as Writer's Workshop. The current study examined an explicit writing strategy, the Read-to-Write Strategy, to determine its effectiveness in teaching young children how to write sequential text. A single subject design (N = 40) was used to compare the writing of second graders before and after instruction. Results indicated that the Read-to-Write Strategy significantly increased the quality of sequential text from the pre- to post-instruction with a large effect size reported. Implications and recommendations for educators and researchers are provided.

Original Publication Citation

Jones, C. D., Clark, S. K., & Reutzel, D. R. (2016). Teaching text structure in the early grades: Affordances of information texts. Elementary School Journal, 117(1), 143-169. DOI: 10.1086/

Document Type

Peer-Reviewed Article

Publication Date

2017-09-15

Permanent URL

http://hdl.lib.byu.edu/1877/5814

Publisher

The Journal of Educational Research

Language

English

College

David O. McKay School of Education

Department

Educational Inquiry, Measurement, and Evaluation

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