Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students’ Alphabet Knowledge Skills

Hall, Anna H.; Toland, Michael D.; Grisham-Brown, Jennifer; Graham, Stephen

doi:10.1007/s10643-013-0594-5

Cited by 25 publications

(20 citation statements)

References 16 publications

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“…She used some questions for children to organize their writing; thus, children understood the writing process better. Hall et al (2013), implemented an interactive writing program during the 13 weeks in preschool. This program included some strategies related to this study, such as discussion negotiation about writing topics and talking about letters or sounds.…”

Section: Discussionmentioning

confidence: 99%

The effect of supporting questions on childrens emerging writing skills

Bay¹

2014

Educ. Res. Rev.

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This study investigated the effect of supporting questions for the emergence of children's writing skills. For this study, five year-old children in a classroom were observed face-to-face in two implementations. This study used a coding system related to emerging writing skills and supporting questions that were intended to support the emergence of the children's writing skills. Writing samples were collected two times from the children. First, children freely wrote on their paper. After one week, a second set of writing samples was collected from each child who was asked supporting questions. 18 children's writing samples were coded two times according to these writing skills. Children showed writing skills on their paper, such as drawings, scribblings and letter writings. They also showed more writing skills in the second sample. The findings of this study showed the effect of supporting questions on children's writing products; these children spent more time on writing and showed more writing skills with supporting questions.

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Section: Discussionmentioning

confidence: 99%

The effect of supporting questions on childrens emerging writing skills

Bay¹

2014

Educ. Res. Rev.

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“…One study was found examining the effects of a specific constructivist writing intervention. Hall, Toland, Grisham-Brown, and Graham (2014) examined the effects of interactive writing, a technique that allows children and teachers to "share the pen" to create a group text, on children's alphabet knowledge skills. During the 13week study, the treatment group received four 10-15 minute interactive writing lessons per week.…”

Section: Constructivist/interactionist Interventionsmentioning

confidence: 99%

Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature

Hall

Simpson

Guo

et al. 2015

Literacy Research and Instruction

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& Sulzby, 1986), little information exists regarding effective writing instruction in the preschool setting. Conducting a systematic review of experimental research is a useful approach for identifying instructional strategies in writing that hold promise for improving young children's emergent literacy skills (Graham, McKeown, Kiuhara, & Harris, 2012). Thus, the purpose of this article is to provide a systematic review of experimental studies investigating preschool writing instruction along with a meta-analysis component. Due to the interrelated nature of emergent literacy skills, experimental research in the preschool setting often includes multifaceted interventions (i.e., interventions that include instruction in multiple literacy domains), making it challenging to discern the effects of specific domains. Specifically, few experimental studies have been conducted with interventions focused solely on preschool writing instruction (Bernhard, Winsler, Bleiker, Ginieniewicz, & Madigan, 2008; DeBaryshe & Gorecki, 2007). In this study, we used Head Start's definition of early writing as the familiarity with writing implements, conventions, and emerging skills to communicate attitudes and ideas through written representations, symbols, and letters (U.S. Department of Health and Human Services, 2010). Emergent literacy theory suggests children's early writing involves experimenting with writing and modifying understandings about print through meaningful PRESCHOOL WRITING INSTRUCTION 3 interactions with the social environment and text (Clay, 1991). Emergent writing has been observed across several dimensions (e.g., writing form, directionality, ways of assigning meaning, and message content; Rowe & Wilson, 2009) and children as young as two years of age have been observed to use early writing to explore and record ideas (Rowe & Neizel, 2010). A growing body of research suggests emergent writing skills appear to develop at different rates, along a developmental continuum, and without a set sequence of activities (Levin et al., 2005; Puranik & Lonigan, 2011; Tolchinksy, 2003). As children move through using their current forms (e.g., scribbles, letter strings, words) of emergent writing, they begin to notice print and to recognize and write familiar words. Graves (1983) describes children's natural desire to write. Children want to write. They want to write the first day they attend school. This is no accident. Before they went to school they marked up walls, pavements, newspapers with crayons, chalk, pens or pencils…anything that makes a mark. The child's marks say, "I am." (p. 3) Calkins (1983, 1986) states that as children move through the developmental stages of writing, they experience the powerful discovery that print carries meaning. Tolchinsky (2014) emphasizes that children learn to write by consistently engaging in the act of writing and experimenting with print. Although a large body of research supports the importance of children engaging in meaningful early writing experiences, a recent study conducted by ...

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“…Because of children's natural inclinations towards writing, research suggests incorporating early literacy strategies in the preschool setting that invite children to discuss, observe, and practice writing (Hall, Toland, Grisham-Brown, & Graham, 2014;Howell, 2008;Runge, 1997).…”

Section: Introductionmentioning

confidence: 99%

“…Although interactive writing is traditionally used with 5-to 7-year-old students, recent findings indicate that, when adapted (i.e. shortened to 8-10 minutes with increased teacher support), this strategy can be a very effective and efficient method for teaching a variety of early literacy skills in the preschool setting (Hall et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Recent studies of interactive writing in the preschool setting report findings from researcher-led lessons (Hall et al, 2014) or lessons taught by 1-2 classroom teachers (Howell, 2008;Runge, 1997). Although these types of studies shed light on the potential power of the strategy to teach oral language skills, alphabet knowledge, phonemic awareness, concepts of print, and early writing skills, they do not examine the obstacles classroom teachers may face with the feasibility and fidelity of implementation in various classroom contexts.…”

Section: Introductionmentioning

confidence: 99%

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Quality standards matter: a comparative case study examining interactive writing in the preschool setting

Hall

2016

Early Child Development and Care

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Interactive writing is a research-based early literacy strategy that has been found effective at increasing young children's oral language skills, alphabet knowledge, phonemic awareness, concepts of print, and early writing skills. This paper reports on a case study which explored the feasibility and fidelity of implementing interactive writing in two contrasting preschool contexts. The findings suggest that with minimal training and support, public preschool teachers can implement interactive writing effectively. The study also found that quality standards, specifically teacher education and training, may affect the successful implementation of preschool interactive writing instruction. ARTICLE HISTORY

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Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students’ Alphabet Knowledge Skills

Cited by 25 publications

References 16 publications

The effect of supporting questions on childrens emerging writing skills

The effect of supporting questions on childrens emerging writing skills

Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature

Quality standards matter: a comparative case study examining interactive writing in the preschool setting

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