Upper Elementary and Middle School U.S. Teachers' Views of Grammar and Its Instruction
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| Title: | Upper Elementary and Middle School U.S. Teachers' Views of Grammar and Its Instruction |
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| Language: | English |
| Authors: | Dole, Janice A., Nelson, Elizabeth Thackeray, Pahnke, Adrienne Lowe, Rush, Elisabeth Dibble |
| Source: | Reading Horizons. Dec 2021 60(3):78-93. |
| Availability: | Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: https://scholarworks.wmich.edu/reading_horizons/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Elementary School Teachers, Middle School Teachers, Teacher Attitudes, Grammar, Speech Instruction, Punctuation, Sentence Structure, Teaching Methods, Instructional Materials, Writing Instruction, Writing Achievement |
| ISSN: | 0034-0502 |
| Abstract: | The purpose of this study was to investigate upper elementary (Grades 4-6) and middle school (Grades 6-8) teachers' views of grammar and its instruction and to determine differences in their views about grammar, its instruction, and its importance to writing proficiency. Participants in this online study were 196 practicing teachers in eight school districts in one western U.S. state. Two thirds of the teachers in the study taught at the elementary level, and one third taught at the middle school level. When asked what they taught when teaching grammar, the large majority of these teachers reported teaching parts of speech, punctuation, and sentence structure. Overall, there were few significant differences between upper elementary and middle school teachers in the instructional strategies and curricular materials they reported using, in their views of how important it was to teach various aspects of grammar, and in their views of the extent to which those aspects of grammar improved writing proficiency. Findings are discussed in relation to prior research, and implications are drawn for the field. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Access URL: | https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3645&context=reading_horizons |
| Accession Number: | EJ1339371 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to investigate upper elementary (Grades 4-6) and middle school (Grades 6-8) teachers' views of grammar and its instruction and to determine differences in their views about grammar, its instruction, and its importance to writing proficiency. Participants in this online study were 196 practicing teachers in eight school districts in one western U.S. state. Two thirds of the teachers in the study taught at the elementary level, and one third taught at the middle school level. When asked what they taught when teaching grammar, the large majority of these teachers reported teaching parts of speech, punctuation, and sentence structure. Overall, there were few significant differences between upper elementary and middle school teachers in the instructional strategies and curricular materials they reported using, in their views of how important it was to teach various aspects of grammar, and in their views of the extent to which those aspects of grammar improved writing proficiency. Findings are discussed in relation to prior research, and implications are drawn for the field. |
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| ISSN: | 0034-0502 |
