Date of Award
Certificate of Advanced Study
Connecticut Literacy Specialist
Dr. Karen C. Waters
According to the National Assessment for Educational Progress (NAEP, 2012), writing proficiency across the country has been stagnant for the past generation. This “writing crisis” has the potential to impact job preparedness, reading development, and the future of our nation’s students. Additionally, teachers are ill-prepared with the knowledge and time to best teach writing. The purpose of this study was to identify best practices in elementary narrative writing and to explore the effectiveness of implementation in a grade 2 classroom. Experts agree that process writing, use of mentor text, explicit instruction in text structure, and peer feedback increase student writing proficiency. Data collection consisted of pre and post writing assessments as measured by the Teachers College Reading and Writing Project Narrative Writing Rubric. Results confirmed the efficacy of the aforementioned elements, with particular emphasis in writer’s craft and elaboration. Future directions should focus on the conventions of spelling and grammar instruction for diverse populations.
Stevenson, Tahlya, "Writing: The Lost Literacy… Found!" (2021). Certificate of Advanced Studies (CAS) in Literacy. 14.
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