Development of Writing Knowledge in Grades 2–8: A Comparison of Typically Developing Writers and Their Struggling Peers

Abstract

This study examined student perspectives about writing by interviewing both typically developing and struggling writers in Grades 2 through 8. The findings revealed a progressive developmental pattern of writing knowledge in which novice writers place more emphasis on the physical product and local meaning, while more experienced writers focus on global aspects, such as meaning and communication with an audience. In comparison, struggling writers focus on product over process even at the secondary level. Educational implications are discussed and include careful attention to the developmental level of the students during writing instruction.

This research was supported in part by grants to Gary A. Troia from the Royalty Research Fund, University of Washington, and the Arc of Washington Trust Fund.

Notes

∗Ben is a pseudonym. He is considered a good writer in his class.