Please note that this blog-post is not anti structure-strip. As this post and the research that informs it will explain, they can be a highly-effective self-regulatory resource that children can certainly learn and build from!
When reading about writing, you are often faced with one of two extremes. At one end of a continuum is the belief that ‘language,’ including writing, cannot be effectively taught unless it is solely acquired through experiences and by being presented with a situation which causes an authentic reason to write.
At the other end is the idea that language is best learned through tutelage, rote-learning and explicit instruction in its structures, forms and conventions.
As is often the case with extremes, academic research and sensible practitioners suggest a moderate middle ground is required. Language is best learned through a combination of authentic experiences and explicit instruction.