Abstract
The purpose of this study was to examine the writing achievement [as measured by the Test of Written Language-IV (TOWL-4); Hammill & Larsen, 2009], and writing fluency (as measured by Total Words Written) of at-risk elementary students (N = 61). Researchers also examined the types of planning strategies employed by participants. Based on standardized scoring procedures of the TOWL-IV, results suggest students demonstrated average writing abilities. Further analyses suggest that students sampled had a lower writing fluency than national writing norms. Analyses of planning strategies indicated a majority of students (54%) showed some evidence of planning during the prewriting stage of the writing process. Specific results and the implications for both pre-service and current educators will be examined.
Recommended Citation
Martin, Melissa
(2019)
"Teaching Planning Strategies to Elementary Students: Implications for Educators,"
Teacher Education Journal of South Carolina: Vol. 13:
No.
1, Article 5.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol13/iss1/5