A third indicator of insufficient writing instruction involved the use of teaching procedures. While the typical teacher applied a variety of different instructional practices (e.g., McCarthy & Ro, 2011; Tse & Hu, 2016) and made many different instructional adaptations over the course of the school year (e.g., Troia & Graham, 2017), most of these teaching procedures were applied infrequently, often less than once a month (e.g., Graham et al., 2014; Graham, Harris, MacArthur, & Fink-Chorzempa, 2003; Hertzberg & Roe, 2016).
If we do not apply these skills on a daily basis then how can we expect the students to comprehend proper reading and writing. We need to apply these different skills and strategies as much as possible to make it feel natural.