The teaching-learning-writing link in literacy education classroom practices

Relevance of Writing and How it Can Be Taught Effectively

Although the relevance of the theoretical perspectives of writing cannot be overstated, the teaching and learning of writing must also incorporate classroom practices. This discussion will largely concern itself with the importance of writing and how it can be taught effectively to primary-aged students.

Writing is an indispensible component of literacy. This is more so the case given that literacy according to the NT Department of Education and Training (2010) essentially "refers to reading, writing, speaking, viewing, and listening effectively in a range of contexts" (p.2). In that regard therefore, the relevance of effective writing skills cannot be overstated. According to the Institute for Educational Sciences (2012), an individual must be an effective writer to fully and actively engage in civic, community, as well as professional activities. Therefore, people who do not acquire this key skill during their elementary education could find themselves disadvantaged in some ways and as the Institute for Educational Sciences (2012) points out, such individuals may later on "face restricted opportunities for education and employment" (p.6).

One of the recommendations the Institute for Educational Sciences (2012) floats for the effective teaching of writing is the provision of daily time for learners to engage in writing. In the opinion of the author, "students need dedicated instructional time to learn the skills and strategies necessary to become effective writers, as well as time to practice what they learn" (p.10). Next, teachers should also seek to ensure that students are fluent with not only sentence construction and typing but also with spelling and handwriting (Institute for Educational Sciences, 2012). Constant practice is of great relevance in the enhancement of writing abilities. For instance, spelling retention as well as accuracy improves greatly once a student practices spelling on a daily basis (Lee, 2005).

Others who have offered a variety of evidence-based strategies for the effective teaching of writing are Richard Allington and Peha. While Allington recommends the application of what he refers to as the six (6) Ts of effective elementary literacy education, Peha comes up with several strategies to effective writing instruction. The six Ts offered by Allington in this case include: time, texts, teach, talk, tasks, and test (Allington, 2003). The six Ts have gained widespread usage more so given that they have the support of research conducted in the past (Wood and Blanton, 2009). One of the most important strategy Peha (2003) mentions has got to do with the enhancement of student participation. It is only through the active participation of all the students that the instructor can identify deviations from expected outcomes so as to formulate the most effective corrective measures.