RM Winter 2016 FLIP

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of instructional strategies used. We know survey data may be less reliable than classroom observations because teachers may report what they want to do rather than reporting what actually happens in their classrooms (Mayer, 1999). We are cautious interpreting the results of this study due to the possibility of response bias which sometimes occurs when teachers with positive dispositions toward the topic of the survey (e.g., writing) respond to the survey more frequently than teachers with a negative disposition. In addition, we are aware that survey respondents sometimes interpret items differently. It is also important to note that this study only allows us to examine teachers’ perceptions of classroom practices. Therefore, the survey design does not encompass school or district policies that also shape instruction, nor does it examine all possible aspects of writing instruction due to the necessary brief nature of online surveys. Though fairly representative of the larger population, we also know the study is limited given the sample is fairly small. While still informative, this study would need to be replicated with a wider pool of teachers in order to be fully generalizable. In conclusion, it is encouraging that state legislation such as the Read to Succeed Act has placed an increased emphasis on writing instruction in South Carolina and that teachers report using many effective writing strategies identified in current research. This study helps identify roadblocks that teachers may face in implementing these strategies and provides many implications for teachers, teacher educators, and professional development personnel in order to support teachers in improving their writing practices. As educators’ literacy paradigms continue to shift to see writing as equally important as reading, students will experience the benefits of more balanced literacy instruction. References Achieve, Inc. (2005) Rising to the Challenge: Are High School Graduates Prepared for College andWork? Washington, DC: Peter D. Hart Research Associates/Public Opinion Strategies.

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Reading Matters Research Matters

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