Instructional strategies for teaching to write: a Q-sort analysis

Two methods of teaching writing in first grade are adopted in Italian elementary schools: analytic or phonic–syllabic and global. The former starts with the presentation to children of letters which are combined into words and sentences, whereas the latter emphasizes writing as a meaningful activity...

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Bibliographic Details
Published in:Learning and instruction 1999-04, Vol.9 (2), p.209-221
Main Authors: Boscolo, Pietro, Cisotto, Lerida
Format: Article
Language:English
Subjects:
Q-sort
Teaching strategies
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Summary:Two methods of teaching writing in first grade are adopted in Italian elementary schools: analytic or phonic–syllabic and global. The former starts with the presentation to children of letters which are combined into words and sentences, whereas the latter emphasizes writing as a meaningful activity, and consequently its starting point is represented by words and/or sentences. Twelve first grade teachers (six following the analytic and six the global method) had to Q-sort 85 instructional activities commonly used when teaching to write. From factor analysis applied to the Q-data two factors emerged, one referring to the analytic and the other to the globalistic teachers. The relationship between the two factors and the activities is presented and discussed.
ISSN:0959-4752
1873-3263
DOI:10.1016/S0959-4752(98)00042-5