| Title: |
Developing Writing Skills of Learners with Persistent Literacy Difficulties through Explicit Grammar Teaching |
| Language: |
English |
| Authors: |
McCormack-Colbert, Anne; Ware, Jean; Jones, Susan Wyn |
| Source: |
Support for Learning. May 2018 33(2):165-189. |
| Availability: |
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: |
Y |
| Page Count: |
25 |
| Publication Date: |
2018 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Grammar; Writing Instruction; English; Teaching Methods; Literacy Education; Writing Difficulties; Writing Skills |
| DOI: |
10.1111/1467-9604.12200 |
| ISSN: |
0268-2141 |
| Abstract: |
The benefits of grammar instruction in the teaching of writing is contested in most English-speaking countries (Jones et al., 2012). The majority of Anglophone countries abandoned the teaching of grammar in the 1950s based on the conclusions that it had no positive impact on learners' development of reading, writing and language (Locke, 2005). Through an action research design, this study aims at gaining a further understanding of how the explicit teaching of grammar in context can benefit learners with persistent literacy difficulties by adapting the Grammar for Writing materials (Myhill, 2013). It intends to improve educational practice (Koshy, 2010) through action, analysis and reflection. |
| Abstractor: |
As Provided |
| Entry Date: |
2018 |
| Accession Number: |
EJ1191829 |
| Database: |
ERIC |