Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Executive Leadership

First Supervisor

Dr. Anthony Chiarlitti

Second Supervisor

Dr. William Rolon


Research has shown that “in today’s world, writing is essential to success” (Graham & Fulton, 2015, p. 767). It is imperative that teachers prepare students for a variety of different kinds of writing to best provide them opportunities for success. However, according to the 2012 NAEP assessment results, less than one fifth of fourthgrade students tested nationally were able to write proficiently in a variety of areas (National Assessment of Educational Progress, 2012). This study sought to gather the perceptions of effective instructional strategies for writing at the fourth-grade level, from experienced fourth-grade teachers. In this qualitative study, semi-structured virtual interviews were conducted with 10 participants, and was designed to answer four key research questions. Results showed that using effective strategies to teach a given writing skill is the gateway to student acquisition of those skills. Teachers felt that breaking down the writing task for students, modeling the expectations, and providing tools, leads to student success as seen through both formal and informal assessments. Recommendations for future study would be to conduct this study with a larger sample, to conduct the study across multiple grades at the elementary level, and to conduct a similar study with a quantitative approach. The findings of this study can be used to drive professional development, to assist curriculum writers in developing strong writing programs, and to help design stronger preservice education programs in writing at the college level for incoming teachers.

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