A Comparison of Classroom Writing Practices, Teachers' Perceptions of Their Writing Instruction, and Textbook Recommendations on Writing Practices

ing instruction practices (Applebee, 1981; Florio & Clark, 1982), there is still much to be learned about the current status of writing instruction. If there are to be changes in children's writing experiences, we need to understand current classroom writing practices as well as factors that influence these practices. Thus, the purpose of this study is to examine the number and types of writing experiences in which elementary teachers and children engage throughout the school day. Two major influences on instructional practices are also analyzed: teachers' perceptions of writing instruction and textbook guidelines.

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