Writing Instruction in Canadian Preschool-Primary Grades: A Literature Review

Autor/in	Heppner, Denise H.
Titel	Writing Instruction in Canadian Preschool-Primary Grades: A Literature Review
Quelle	In: McGill Journal of Education, 52 (2017) 2, S.335-358 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-0666
Schlagwörter	Foreign Countries; Writing Instruction; Preschool Children; Elementary School Students; Primary Education; Instructional Effectiveness; Outcomes of Education; Writing Skills; Creativity; Writing Processes; Literary Genres; Writing Achievement; Achievement Gap; Urban Youth; Rural Youth; Canada Natives; Teaching Methods; Literature Reviews + Suchen Sie Ihr Suchwort? Ausland; Schreibunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Primarbereich; Unterrichtserfolg; Lernleistung; Schulerfolg; Writing skill; Schreibfertigkeit; Kreativität; Literarische Form; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Rural area; Rural areas; Ländlicher Raum; Jugendlicher; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article reports on the results of a literature review addressing the research questions: What strategies for writing instruction have proven to be effective in promoting writing development in preschool-primary aged children? What research on writing instruction has been conducted within Canada on preschool-primary aged children? An examination of Canadian research reveals a significant lack of studies in the area of preschool-primary writing instruction. Theories of writing pedagogy are situated within a framework of six discourses: skills, creativity, process, genre, social practices, and sociopolitical. While the Canadian research represented all discourses, it was lacking in number and did not yet address such important areas as the literacy achievement gaps between urban/rural and Aboriginal/non-Aboriginal students. (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01