WTR in two classrooms: : A study of teachers’ perceptions of “Writing to Read

The aim of this qualitative study was to ascertain some teachers’ perceptions of the “Writing to Read” (WTR) method from preschool class to grade 3. To find out how teachers can work with WTR, two teachers with experience of the method took part in the study. The teachers teach preschool class and grade 1 in two different schools. The method used in the study is participant observation and semi-structured interviews. The results present the teachers’ attitudes to and experiences of the method. The teachers believe that there is a future for WTR in school since pupils who have not fully developed their fine motor skills benefit from using a computer when learning to read and write. The two teachers have found strategies of their own for working with WTR. They mix writing in pairs with individual writing, since they think that sometimes too much energy is expended on cooperation when the pupils are expected to write in pairs