Abstracts
Abstract
This article reports on the results of a literature review addressing the research questions: What strategies for writing instruction have proven to be effective in promoting writing development in preschool-primary aged children? What research on writing instruction has been conducted within Canada on preschool-primary aged children? An examination of Canadian research reveals a significant lack of studies in the area of preschool-primary writing instruction. Theories of writing pedagogy are situated within a framework of six discourses: skills, creativity, process, genre, social practices, and sociopolitical. While the Canadian research represented all discourses, it was lacking in number and did not yet address such important areas as the literacy achievement gaps between urban / rural and Aboriginal / non-Aboriginal students.
Résumé
Cet article résume les résultats d’une revue des écrits portant sur les questions suivantes : Dans le domaine de l’enseignement de l’écriture, quelles stratégies se sont avérées efficaces pour développer les habiletés en écriture des élèves de niveaux préscolaire et primaire ? Quelles recherches portant sur l’enseignement de l’écriture ont été réalisées auprès des enfants d’âge préscolaire et primaire ? La recension des recherches canadiennes démontre que peu de projets de recherche portent sur l’enseignement de l’écriture au préscolaire-primaire. Les courants pédagogiques en enseignement de l’écriture se retrouvent au sein des six axes suivants : habiletés, créativité, processus, genre, pratiques sociales et sociopolitique. Bien que les recherches réalisées au Canada représentent tous les axes, elles étaient peu nombreuses. De plus, des problématiques importantes comme le fossé existant entre les communautés urbaines / rurales et les élèves d’origine autochtone / non-autochtones en terme de réussite scolaire ne sont pas explorées.
Appendices
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