The Effect of Explicit Instruction with Writing Conventions Among Preservice Teachers

Abstract

Preservice teachers require both personal knowledge and pedagogical understandings with written conventions. Concern with preservice teachers’ inability to demonstrate proficiency with written conventions prompted this study. This study utilized a pretest/posttest design, and participants’ were preservice teachers enrolled in a teacher education program. Participants completed five professor-created lessons aimed to develop personal knowledge with written conventions. Findings showed statistical significance regarding participants’ personal knowledge after receiving explicit instruction with written conventions.