Writing time study

 Students are not spending enough time writing, according to a recent report. The findings, based on data from the 2011 National Assessment of Educational Progress, found that about 25% of middle-and high-school students write for 30 minutes a day, and even fewer say they do argumentative writing weekly. Schools are not making writing a priority, and writing does not occur across the curriculum. Black and Hispanic students are more likely to be graded on "mechanics and conventions" (25 percent) compared to 18 percent of White students. A potential explanation for this, researcher Picou wrote, is that Black and Hispanic students were "more likely to have accents, dialectic differences or speak another language at home, which educators may classify as deficient."

Picou, A. (2020). Are schools making writing a priority? Learning Agency Lab.

https://www.the-learning-agency-lab.com/the-learning-curve/are-schools-making-writing-a-priority

Early-Literacy Lessons Linked to Reading and Writing Achievement

This study examined the relationship between familial engagement in helping their child learn to read with early-literacy lessons and reading and that child’s reading and writing achievement. Results showed higher reading and writing achievement correlated with engaging in more home literacy activities. Parental help or monitoring of home literacy activities was greater for low-achieving than for high-achieving readers or writers. Children engaged more minutes per week in reading than writing activities at home, but parents provided more help with writing and reported computers were used more for homework than for school literacy instruction. This research can help inform school practitioners who engage in problem-solving consultation with students’ families on how to improve reading and writing achievement in students’ academic careers.

Alston-Abel, N. L., & Berninger, V. W. (2017). Relationships between home literacy practices and school achievement: Implications for consultation and home – school collaboration. Journal of Educational and Psychological Consultation. https://dx.doi.org/10.1080/10474412.2017.1323222