Date Approved
8-12-2026
Graduate Degree Type
Project
Degree Name
Education (M.Ed.)
Degree Program
College of Education
First Advisor
Elizabeth Stolle
Academic Year
2025/2026
Abstract
Research shows that writing instruction has diminished in the elementary classroom due to high stakes testing in reading and math. Writing is a driving force for literacy achievement and should be prioritized. In order to improve writing instruction, teachers need professional development in explicit instructional strategies for writing in other content areas. According to cognitive processing theory, students are using multiple cognitive and metacognitive processes to complete a singular writing task. Using scaffolds like write alouds, mentor texts, and graphic organizers can help teachers support students in their writing. Scaffolding theory suggests that students need high levels of support in the beginning of a task and may need varying levels of support from adults throughout the writing process. Explicit instruction in writing involves giving clear instructions and models for students to follow in the early stages of teaching writing. Students will also require praise and support throughout the writing process. Pointing back to examples and having them use graphic organizers to take notes and visualize the task can help students achieve a writing task more independently. Writing in other content areas, specifically science, helps students practice writing in other genres. Ecological Systems theory suggests that involving real world problems in writing can improve student engagement. Students can also learn vital vocabulary skills and new text structures when research writing. Students can learn new content while practicing their writing skills, allowing teachers to save instructional time.
ScholarWorks Citation
Richardson, Bethany B., "Explicit Writing Instruction Across Content Areas: A Professional Development" (2026). Masters Projects. 742.
https://scholarworks.gvsu.edu/gradprojects/742
