Teaching Early Writing: Supporting Early Writers from Preschool to Elementary School

Rohloff, Rebecca; Tortorelli, Laura; Gerde, Hope K.; Bingham, Gary E.

doi:10.1007/s10643-022-01365-8

Cited by 7 publications

(15 citation statements)

References 48 publications

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“…This study's findings also support previous research suggesting that adult‐child interaction around children's writing is important in promoting children's print learning (e.g., Aram & Besser‐Biron, 2017; Rohloff et al., 2022). The present analyses suggest that adult practices that materialize speech‐print relations in writing (Bodrova & Leong, 1998; Galperin, 1969) may be especially important.…”

Section: Implications For Educational Practicesupporting

confidence: 88%

Writing as a Path to the Alphabetic Principle: How Preschoolers Learn that their Own Writing Represents Speech

Rowe,

Piestrzynski,

Hadd

et al. 2024

Reading Research Quarterly

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This study explores how preschoolers develop understandings of the symbolic nature of print in the context of their own writing. Using qualitative methods and a cross‐sectional design, this study documents the learning trajectory that begins with children's earliest experiences linking speech and print in writing events and continues as they learn that English print is glottographic and alphabetic. Children's changing approaches to speech‐print linking provide evidence of their developing understanding of how print functions as a representational system. Participants were 134 English‐speaking 2‐ to 5‐year‐olds attending childcare classrooms where preschoolers' writing was frequent and valued. Children completed an open‐ended writing task where they wrote a photo caption and read it to an adult. Open and axial coding identified six core approaches to speech‐print linking during writing: marks not read, conversational speech without pointing, conversational speech with pointing to the graphic array, segmented speech with pointing to the graphic array, segmented speech matched to specific marks, and phoneme‐grapheme matching. A growth curve model provided statistical support for this ordering of the core approaches. Findings show that early writing experiences can be an important context for building foundational literacy skills such as the alphabetic principle. Adult practices that physically materialize speech‐print relations in writing may be especially supportive of this learning. We conclude that young children should be offered frequent opportunities to compose their own texts, and to interact with adults around their writing.

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Section: Implications For Educational Practicesupporting

confidence: 88%

Writing as a Path to the Alphabetic Principle: How Preschoolers Learn that their Own Writing Represents Speech

Rowe,

Piestrzynski,

Hadd

et al. 2024

Reading Research Quarterly

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“…Future research needs to study the practices of classroom teachers who support young writers from an emergent literacy perspective. Finally, while the conditions adults created for young writers in this study align well with policy recommendations (National Association for the Education of Young Children, 2022) and practice-based literature (Gerde et al, 2012;Rohloff et al, 2022), future research should directly explore the impact of adult supports on preschoolers' participation in writing events and the impact on children's literacy outcomes.…”

Section: Strengths Limitations and Directions For Future Researchmentioning

confidence: 70%

“…As children write their own messages, teachers are encouraged to provide supports for transcription (i.e., handwriting and inventing spellings with letter‐sound correspondence) (Rohloff et al, 2022). Further, teachers are encouraged to model writing and engage children in interactive writing where they take an active role in writing the shared message (Hall et al, 2014; Rohloff et al, 2022; Williams, 2018).…”

Section: Introductionmentioning

confidence: 99%

Adult Supports for Preschool Writers During Learning Centers

Rowe

Davis

Piestrzynski

2023

Reading Research Quarterly

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The purpose of this study was to describe how experienced emergent writing teachers supported 4‐year‐olds in writing their own messages during the learning centers period of the preschool day. Data were drawn from two, year‐long qualitative studies of early writing instruction. Adult participants were three researcher‐teachers who worked in publicly funded prekindergarten classrooms 1 or 2 days per week across a school year. A sample of six open‐ended, researcher‐child writing events were selected and microanalyzed using the constant/comparative method and multimodal interaction analysis. Results showed that more than a fourth of adult message units were produced in conversations occurring “off the page” aimed at developing a shared, meaningful topic for writing. Drawing was used as a platform for developing ideas and as a launch for page‐based composing. Adults wrote their own texts alongside children as a means of engaging children as co‐authors and providing demonstrations of adult writing. Adults frequently invited children to write messages related to their play and activity, and then asked them to read their writing. They provided direct support for writing processes. Support for children's phonetic spelling was most frequent, followed by support for writing concepts. Handwriting support was provided infrequently. Adults praised all attempts at writing, regardless of the conventionality of the product. Findings provide an empirical description of how adults can support early writing in the context of informal learning center events.

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“…She provides designated time each day to answer children's questions and have them share their written ideas. She intentionally includes questions aligned with the curriculum in morning message writing or questions to be answered when reading informational texts (Rohloff et al, 2023). This routine motivates early writers by showing children their ideas are valued and gives a practical reason for writing down their ideas.…”

Section: Table 1 Examples Of Writing Opportunities For Supporting Tra...mentioning

confidence: 99%

“…The teacher also selects the most useful teaching strategy to support the individual child by contemplating whether the child needs the teacher to model writing for them, to provide hints or supports to make the task easier, or to challenge the child to think more deeply about the task (for specific strategies see Quinn et al, 2016). In this way teachers can scaffold children where they are, supporting their handwriting and spelling skills, while also supporting the intent or message that children want to communicate (Rohloff et al, 2023).…”

Section: Differentiating Writing Supports Throughout the School Daymentioning

confidence: 99%

Promoting Early Writing Across the School Day

Gerde,

Seymour,

Bingham

et al. 2024

The Reading Teacher

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Teaching Early Writing: Supporting Early Writers from Preschool to Elementary School

Cited by 7 publications

References 48 publications

Writing as a Path to the Alphabetic Principle: How Preschoolers Learn that their Own Writing Represents Speech

Writing as a Path to the Alphabetic Principle: How Preschoolers Learn that their Own Writing Represents Speech

Adult Supports for Preschool Writers During Learning Centers

Promoting Early Writing Across the School Day

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