Details

Autor(en) / Beteiligte

• Harris, Karen R.
• McKeown, Debra

Titel

Overcoming barriers and paradigm wars: Powerful evidence-based writing instruction

Ist Teil von

• Theory into practice, 2022-10, Vol.61 (4), p.429-442

Ort / Verlag

Columbus: Routledge

Erscheinungsjahr

2022

Quelle

ERIC

Beschreibungen/Notizen

• The ability to write is fundamental for learning and achievement across Grades K-12, performance in the workplace, continuing education, college, personal development, and addressing social justice. The majority of our students, however, are not capable writers. We have a body of evidence-based practices (EBPs) and best practices that can make a meaningful difference in writing development for our students. We describe one EBP for writing instruction, the Self-Regulated Strategy Development (SRSD) model of instruction for writing. SRSD results in meaningful improvements in students' writing across grades 1-12 and can be integrated with best practices, including writers' workshop. We then separate fact from fiction regarding this approach for teaching students to write and to engage in reading for writing. Finally, we address paradigm wars and additional barriers to widespread adoption of SRSD in schools, and how to address these barriers.