Writing Instruction in Canadian Preschool-Primary Grades: A Literature Review

Abstract

Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. ABSTRACT. This article reports on the results of a literature review addressing the research questions: What strategies for writing instruction have proven to be effective in promoting writing development in preschool-primary aged children? What research on writing instruction has been conducted within Canada on preschool-primary aged children? An examination of Canadian research reveals a significant lack of studies in the area of preschool-primary writing instruction. Theories of writing pedagogy are situated within a framework of six discourses: skills, creativity, process, genre, social practices, and sociopolitical. While the Canadian research represented all discourses, it was lacking in number and did not yet address such important areas as the literacy achievement gaps between urban / rural and Aboriginal / non-Aboriginal students.

Okul Öncesi Dönem Çocuklarının İsim Yazma Becerileri: “İşte Benim Harflerim!”

“…Pedagojik süreç içerisinde çocukları yazı yazmaya teşvik edebilecek uygulamalar yapabilmek önemlidir. Özellikle okul öncesi dönem çocuklarının olduğu ortamlarda "yazma" eylemi hakkında konuşmalar yapmak, çeşitli konuları yansıtan yazı, sembol ve çizimler oluşturmak için çocuklara uygun fırsatlar yaratmak bu uygulamalara örnek olarak verilebilir (Heppner, 2017;Ivanic, 2004).…”