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Teacher practices for teaching writing in Greek primary schools

Abstract

Developing writing skills is a central part of the education curriculum in many countries, yet numerous children have difficulties in producing written texts. To our knowledge there is no systematic study examining the ways in which Greek teachers adapt their writing instruction strategies to accommodate the children’s needs. The aim of the present study was to identify the approaches teachers employ while teaching writing in Greek primary schools and to examine the nature and frequency of these different aspects of teaching writing. We replicated and extended the Dockrell et al. (Read Writ Interdiscip J 29(3):409–434, 2016) study, using the Not so Simple View of Writing framework. One hundred and three teachers responded to an online questionnaire, which consisted of questions regarding their academic qualifications and their specific teaching practices. The majority of the sample felt prepared and enjoyed teaching writing. However, almost all of the teachers found teaching writing challenging and half of them reported that supporting struggling writers was difficult for them. Overall, teachers reported more work at word level, occurring almost weekly, than at text level. Differences between Grade levels they taught were also evident for specific domains of writing. Recommendations for future research and implications for educational practice are discussed.

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Availability of data and materials

The datasets generated and/or analysed during the current study are available from the corresponding author after request.

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Funding

This research was supported by the IS1401 ELN COST Action (European Literacy Network) http://www.is1401eln.eu.

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Correspondence to Asimina M. Ralli.

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Ethical approval was obtained from the Institute of Educational Policy (a branch of the Greek Ministry of Education and Religious Affairs). All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Ralli, A.M., Dimakos, I.C., Dockrell, J.E. et al. Teacher practices for teaching writing in Greek primary schools. Read Writ 35, 1599–1626 (2022). https://doi.org/10.1007/s11145-022-10258-6

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Keywords

  • Writing
  • Teaching writing
  • Primary school
  • Greek teachers
  • Not so Simple View of Writing