The Teacher's Influence on the Writing Support of Beginning Schoolchildren

Abstract

The research study is related to the period of initial writing in elementary school, which in the teaching of writing focuses on mastering the writing of graphic shapes, not written letters. This period is extremely important for the subsequent writing of complete graphemes, and thus also for the overall learning of the pupil. The research focuses on identifying the writing support of pupils after entering the first year of primary school, which is implemented by primary school teachers in Slovakia. In the study, we present selected research findings of quantitative research using a questionnaire in which 275 primary education teachers participated. The research findings present teachers' statements about supporting the student's writing based on knowledge of the current level of graphomotor development, which may or may not eliminate the student's writing difficulties. Based on this, the research findings initiated the need for a deeper investigation focusing on knowing and interpreting the relationships between the variables. Specific indicators on pedagogical decisions to support student writing identified by quantitative research create a range of topics for subsequent qualitative research.