Exploring kindergarten teachers’ classroom practices and beliefs in writing

The purpose of this descriptive study was to examine how kindergarten teachers teach writing and their beliefs about instruction using survey methodology. Participants in included 78 the United States. Results revealed that most used a balanced approach instruction, combining instructional procedures from two common methods for teaching writing: skills process writing. majority devoted considerable time (36 min day) student (24 practices These positive findings must be tempered by other issues involving classroom practices. This concerns foundational overemphasized with little attention strategies process. Writing tasks involved without composing limited extended use technology absent. Further, motivation extending home were largely ignored. Most participating expressed writing, effectiveness capabilities as writers themselves.