Writing in Early Childhood Classrooms: Guidance for Best Practices

Gerde, Hope K.; Bingham, Gary E.; Wasik, Barbara A.

doi:10.1007/s10643-012-0531-z

Cited by 121 publications

(85 citation statements)

References 11 publications

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“…Spelling is focused on orthography, recognizing that letters represent sounds and the ability to identify and write the sounds in words (Bear, Invernizzi, Templeton, & Johnston, 2008). Teachers support these skills when they scaffold children by offering letter names to pair with the sounds children have generated, by asking about letters and letter sounds children hear as they write, or by encouraging invented spelling (Cabell, Tortorelli, & Gerde, 2013;Gerde, Bingham, & Wasik, 2012;Neuman et al, 2000).…”

Section: Defining Writingmentioning

confidence: 99%

Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms

Gerde

Bingham

Pendergast

2015

Early Childhood Research Quarterly

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Section: Defining Writingmentioning

confidence: 99%

Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms

Gerde

Bingham

Pendergast

2015

Early Childhood Research Quarterly

Self Cite

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“…However, when they experienced the obstacles described in this study, these teachers struggled to implement appropriate instructional practices that aligned with the non-conventional nature of early writing (Gerde et al 2012). Without an in-depth understanding of the instructional practices that align with their age appropriate beliefs, teachers may consequently disregard appropriate writing experiences that emphasize the nonconventional emergent skills and resort to engaging in instructional practices that emphasize the explicit teaching of writing skills and conventions.…”

Section: Resultsmentioning

confidence: 95%

“…Specifically, in terms of writing experiences in the primary grades, a national survey of first, second, and third grade teachers found that ''practices associated with traditional skill instruction occurred more often than those associated with the process writing approach'' (Cutler and Graham 2008, p. 916). Some studies have found that although materials and tools are being provided for engaging in early writing activities, it is rare to observe teachers modeling or scaffolding early Early Childhood Educ J writing experiences (Gerde et al 2015;Gerde et al 2012). Possible reasons for limited writing experiences in the primary grades include the increased emphasis on learning to read (Brandt 2001) and teachers not having a clear understanding of how to implement age-appropriate writing instruction (Applebee and Langer 2006).…”

Section: Recommendations To Increase Writing Instructionmentioning

confidence: 99%

“…Teachers need mentors who can model effective writing instruction and can offer realistic guidance on dealing with the obstacles and challenges found in this study. Such mentoring experiences can better prepare primary grade teachers to find the balance between the demands of educational standards without compromising the beliefs and instructional strategies they associate with developmentally appropriate writing instruction (Gerde et al 2012(Gerde et al , 2015.…”

Section: Implications Of Findings For Teacher Education and Professiomentioning

confidence: 99%

“…Consequently, there appeared to be a disconnect between the beliefs and practices of the teachers in this study. This might be one of the reasons for the reports in the literature that teachers are not adequately modeling or scaffolding children's writing attempts (Gerde et al 2012).…”

Section: The Disconnect Between Beliefs and Practicesmentioning

confidence: 99%

See 2 more Smart Citations

Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

Korth

Wimmer

Wilcox

et al. 2016

Early Childhood Educ J

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Given the interrelated role of writing and the development of early literacy skills, recommendations have been made to increase instructional writing experiences in K-2 classrooms. In an effort to increase the amount of writing in the primary grades that leads to later literacy success, it is important that teachers engage in instructional practices that align with how early writing skills develop in young children. To this end, early childhood teachers and teacher educators can benefit from an enhanced understanding of the writing instructional practices teachers have engaged in and the associated challenges they have experienced as they respond to the expectation to increase writing experiences in their classrooms. Thus the purpose of this study was to examine how five K-2 teachers perceived, implemented, and reflected on writing instruction in their classrooms. Using a case study design, researchers examined interview, survey, and observational data, resulting in an in-depth description and analysis of the writing instructional experiences of these five teachers. Qualitative analyses identified two meta-themes related to writing instruction: opportunities and obstacles. Implications for K-2 teacher preparation and professional development are discussed.

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Using a Digital Spelling Game for Promoting Alphabetic Knowledge of Preschoolers: The Contribution of Auditory and Visual Supports

Elimelech

Aram

2019

Reading Research Quarterly

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The authors developed a digital spelling game to promote children's early literacy skills. Based on the dual‐coding theory, the authors studied the benefits of auditory support alone versus auditory+visual support. Children played the game in three conditions: no support, hearing the whole word; auditory‐only support, hearing a word segmented; and auditory+visual support, hearing the word segmented together with seeing the highlighted position of the letters. The participants were 129 Hebrew‐speaking children (mean age = 5.7 years) from five preschools located in low–socioeconomic status neighborhoods. Children were randomly divided into one of the four groups (the three intervention conditions and a comparison group that did not play the game but watched electronic books). Children in each of the four groups participated in eight 20‐minute sessions over the course of one month (two sessions per week). Children's letter knowledge (letter names and sounds), phonological awareness (word segmentation), word spelling, and word decoding were assessed before and after the intervention. Children's visuomotor and oral skills were assessed and controlled for in the analyses. Generalized estimating equations regressions showed that the auditory+visual support and auditory‐only support groups scored higher on the posttest than the no‐support and comparison groups in letter knowledge, phonological awareness, word spelling, and word decoding. The no‐support group scored higher than the comparison group only in letter knowledge. The authors highlight ways for promoting children's understanding of the writing system and demonstrate the effectiveness of a computerized game adapted to the orthography in promoting basic early literacy skills.

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Writing in Early Childhood Classrooms: Guidance for Best Practices

Cited by 121 publications

References 11 publications

Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms

Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms

Practices and Challenges of Writing Instruction in K-2 Classrooms: A Case Study of Five Primary Grade Teachers

Using a Digital Spelling Game for Promoting Alphabetic Knowledge of Preschoolers: The Contribution of Auditory and Visual Supports

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