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The Effect of Interactive Writing on the Development of Early Writing Skills of Preschool Students. Sharon Lindebak CI804 Wichita State University May 3, 2012. Outline of Presentation. Literature Review Research Question Methodology Results Conclusion Discussion References. - PowerPoint PPT Presentation
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The Effect of Interactive Writing on the Development of Early Writing Skills of Preschool Students
Sharon LindebakCI804 Wichita State UniversityMay 3, 2012
Outline of Presentation
Literature Review Research Question Methodology Results Conclusion Discussion References
Introduction Majority of children do not write well enough
to meet educational or workplace demands. National Assessment of Educational Progress (2003)
Writing was the most neglected of the 3 R’s in the classroom.
National Commission on Writing (2003)
Researchers agree on the importance of writing instruction, but disagree about theory of writing development.
(as cited in Roth & Guinee, 2011)
Theories of Writing Development
Linearity Hypothesis Sequential set of skills Development of universal features (lines, spacing) Followed by language-specific characteristics (directionality,
symbol shapes) Universal features as young as 3 and 4 years old
Unified Hypothesis Universal and language-specific features develop
simultaneously No specific order Based on experiences and meaning Features as young 3 and 4 years old
(Puranik & Lonigan, 2009)
Puranik and Lonigan Study (2009)
Conceptually coherent examination of writing development Quantified writing features Broad range of emergent skills
Findings from over 300 preschoolers Writing features develop sequentially Writing proficiency was task dependent
Connections between phonological awareness and literacy acquisition Two key ideas about writing
Sign—print carries meaning Message—spoken language can be
recorded as written language
Importance of “reading” pictorial representations as text
(as cited in Kissel, Hansen, Tower & Lawrence, 2011)
Instructional Writing Strategies
Creating a writing block Teaching in the zone of proximal
development Scaffold writing Use of private speech Materialization Assessing developmental stages
(Gentry, 2005)
Gentry’s Writing Scale (1977)
Started as a scale to measure developmental stages of spelling
Identifies levels of emergent writing Focuses on specific writing elements and
alphabetic principles Five developmental stages (0-4) focusing on
print awareness, understanding and application Writing is considered “in a stage” when more
than half of the invented spelling meets the stage criteria
(Gentry, 2005)
Research QuestionWhat is the effect of Interactive Writing on the
development of early writing skills of preschool students?
Methodology: Participants
14 prekindergarten students
8 girls and 6 boys 8 students qualify at-risk 6 students have IEPs
1 nonverbal student 1 ESOL student 3 students receive occupational therapy
services and use an alternative writing program within the classroom
Methodology: Interactive Writing
Collaborative writing experience Instruction begins with a small or large
group negotiating written text with teacher
Teacher supports participation in the process and product (shared-pen)
Teacher talks through literacy concepts based on the needs of the learners
Followed by independent writing
(Roth & Guinee, 2011)
Methodology: Procedure
Week 1: Initial writing samples Write or draw a story about themselves
Week 2: Interactive Writing Message Theme-spring weather, storms, rain Indirect themes-sentences, capital letters, writing on
lines, how to make certain letters, beginning sounds No follow-up writing sample
Methodology: Procedure Week 3: Interactive Writing Message
Theme--weekend activities Indirect themes--subject-verb agreement, counting
words, directionality, punctuation, segmentation Follow-up sample
Week 4: Interactive Writing Message Theme--favorite things Indirect themes--sentences, capital letters, beginning
and end sounds, punctuation, segmentation Follow-up sample
Methodology: Assessments Writing Samples
Gentry’s Writing Scale (5 writing stages) Adapted version of Gentry’s Writing Scale (8
writing stages) Anecdotal notes taken during interactive and
independent writing
A L G T E (alligator) Story about a snake—used a book as a resource
Story about her family and then started coloring over
her drawings
Results Initial Writing
Class Average—2.4 Girls’ Average—2.6 Boys’ Average—2.0
After Final Interactive Writing Class Average—3.3 Girls’ Average—3.8 Boys’ Average—2.7
Stage 2: Letter-like forms emerge, sometimes randomly placed, and are interspersed with numbers*Children can tell about their own drawings or writings*Spacing is rarely present
Stage 3: Strings of letters and letter-like forms*Developing awareness of sound to symbol—not matching most sounds*Most letters capital with no spacing
Gentry’s Writing Scale excerpt from (Gentry, 2005)
Gain Scores of Interactive Writing
Interactive Writing Gains
Class Average—.93 Girls’ Average --1.1 Boys’ Average --.67
Increase of 1.0 is the equivalent of one developmental writing stage
Conclusion
Gains for 11 out of 14 participants Increased awareness
Title at top of page Labels More detailed drawings (background) Increase use of letters and invented
spelling Using classroom resources Participation
Discussion
Writing stages should not be used in isolation
Processes, products, interactions Vast amounts of research on writing
development and emergent writing skills—many gaps in understanding of writing development
Narrowing the focus
Recommendations
Longitudinal study Variety of writing tasks (letter and
words, name writing, composing) Portfolio and continuum
ReferencesGentry, J. R. (2005). Instructional techniques for emerging writers and
special needs students at kindergarten and grade 1 levels. Reading & Writing Quarterly, 21, 113-134.
Kissel, B., Hansen, J., Tower, H., & Lawrence, J. (2011). The influential interactions of pre-kindergarten writers. Journal of Early Childhood Literacy, 11(4), 425-452.
Puranik, C. S., & Lonigan, C. J. (2011, May). From scribbles to scrabbles: Preschool children's developing knowledge of written language. Reading and Writing: An Interdisciplinary Journal, 24(5), 567-589.
Roth, K., & Guinee, K. (2011). Ten minutes a day; The impact of Interactive Writing on first graders' independent writing. Journal of Early Childhood Literacy, 11(3), 331-361.