TY - JOUR

T1 - Developing writing skills of learners with persistent literacy difficulties through the explicit teaching of grammar in context

AU - McCormack-Colbert, Anna

AU - Ware, Jean

AU - Jones, Susan

PY - 2018

Y1 - 2018

N2 - The benefits of grammar instruction in the teaching of writing is contested in most English-speaking countries (Jones et al. 2012). A majority of Anglophone countries abandoned the teaching of grammar in the 1950s based on the conclusions that it had no positive impact on learners’ development of reading, writing and language (Locke, 2005). Through an action research design, this study aims at gaining a further understanding of how the explicit teaching of grammar in context can benefit learners with persistent literacy difficulties by adapting the Grammar for Writing materials (Myhill, 2013). It intends to improve educational practice (Koshy, 2010) through action, analysis and reflection

AB - The benefits of grammar instruction in the teaching of writing is contested in most English-speaking countries (Jones et al. 2012). A majority of Anglophone countries abandoned the teaching of grammar in the 1950s based on the conclusions that it had no positive impact on learners’ development of reading, writing and language (Locke, 2005). Through an action research design, this study aims at gaining a further understanding of how the explicit teaching of grammar in context can benefit learners with persistent literacy difficulties by adapting the Grammar for Writing materials (Myhill, 2013). It intends to improve educational practice (Koshy, 2010) through action, analysis and reflection

KW - Literacey Acquisition

KW - Explicit Teaching of Grammar in context

KW - Persistent literacy difficulties

KW - Writing Skills

U2 - 10.1111/1467-9604.12200

DO - 10.1111/1467-9604.12200

M3 - Article

VL - 33

SP - 165

EP - 189

JO - Support for Learning

JF - Support for Learning

SN - 0268-2141

IS - 2

ER -