ABSTRACT
The chapter presents the aspect of instruction that teachers worked on within the change process and the range of supports and professional development offered to them in relation to the teaching of writing. It also focuses on the successes and challenges involved in the implementation of a writing workshop. The goal of word work is to help children to be independent learners and to give them the strategies they can use to decode or encode words while reading and writing independently. The emphasis was put on the communicative aspect of writing; pupils learned that it was about capturing ones thoughts on paper. Theoretical models of the writing process and adaptations of such models for beginning writers suggests that writers go through three major processes while writing are planning, translating, and reviewing. Working memory affects young writers at the translating and evaluating stages as their word-level skills are not yet automatic.
