Writing Instruction in Kindergarten

Edwards, Lana

doi:10.1177/002221940303600206

Cited by 53 publications

(26 citation statements)

References 50 publications

(117 reference statements)

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“…Ateş, Çetinkaya ve Yıldırım, 2014). Yazmayı kazanım ve geliştirme olmak üzere iki boyutlu bir süreç olarak nitelendiren araştırmacılar (Akyol, 2011;Ateş vd., 2014;Berninger ve Graham, 1998;Coşkun, 2007;Edwards, 2003;Graham ve Weintraub, 1996) gelişim boyutuna yönelik yüksek seviyeli düşünme süreçlerinin işe koşulması gerektiğini, yazının kazanım boyutuna yönelik yaşanan güçlüklerin metin oluşturma gibi yüksek düzey süreçler gerektiren çalışmaları olumsuz yönde etkileyeceğini ifade etmektedir. Bu durum Graham (2009Graham ( /2010 tarafından yazmada otomatiklik süreci olarak ifade edilmekte ve okumadaki otomatiklik sürecine benzetilmektedir.…”

Section: öZetunclassified

Classroom inside writing activities from perspective of pre-service teacher<p>Öğretmen adaylarının perspektifinden sınıf içi yazma çalışmalarının değerlendirilmesi

Ateş

2017

HumanSciences

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Writing, which is defined as a statement of thoughts, emotions, and knowledge in a writing form, is an important skill used by any individual during lifelong. Due to this fact, writing skill have drawn more attention from educators and researchers and a number of empiric and theoretical researches have been conducted on how to acquire and develop this skill. Additionally, how this skill is transferred into classroom setting has an interest. The current research aimed to explore the writing practices in the classroom settings from the pre-service teachers' perspectives. This research employed qualitative case study method and the data was collected though the structured observations and semi-structured focus group interviews. The fourth-year pre-service teachers studying at elementary school classroom teaching and their experienced teachers in their student teaching experience schools constituted the research sample. The data was analyzed by using descriptive techniques. The overall findings of the research showed that there was a relative lack of the practice used for developing writing skills in the classroom setting. While the grade level changed, the practices for writing di not differentiated. Based on the research findings, the recommendations were given. Keywords

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Section: öZetunclassified

Classroom inside writing activities from perspective of pre-service teacher<p>Öğretmen adaylarının perspektifinden sınıf içi yazma çalışmalarının değerlendirilmesi

Ateş

2017

HumanSciences

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“…Students trace and copy letters Graham & Harris (2002), Graham et al (2008) Use of visual cues Students use worksheets with numbered arrows as a guide to letter formation Berninger et al (1997), Graham & Harris (2002), Graham et al (2008), Troia & Graham (2003) Fluency/writing from memory Students write letters from memory Berninger et al (1997), Edwards (2003), Graham & Miller (1980), Graham et al (2008) Mechanics While writing, teacher instructs students about correct grip, posture, and paper position Graham (1992) Use of feedback Corrective feedback Teacher encourages students to correct or rewrite poorly formed letters Asher (2006), Graham (1992), Graham & Harris (2002), Graham et al (2008), Troia & Graham (2003) Compliments Teacher praises students' performance for correct letter formation Graham & Harris (2002), Graham et al (2008) Evaluation/monitoring Teacher monitors students' handwriting paying attention to their instructional needs in letter formation, spacing, slant, alignment, and line quality Cutler & Graham (2008), Graham & Harris (2002) Frequent/daily lessons Troia and Graham (2003) recommend 75-100 min of handwriting per week. Both Jones and Christensen (1999) and Edwards (2003) recommend that this instruction take place daily.…”

Section: Tracing and Copyingmentioning

confidence: 99%

In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms

2009

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The quality of handwriting curriculum and instructional practices in actual classrooms was investigated in an in-depth case study of four inner city kindergarten classrooms using quantitative and qualitative methods. The handwriting proficiency of students was also evaluated to assess the impact of the instructional practices observed. The findings suggest that even though teachers employ a number of effective strategies, there is room for improvement in implementing effective, research-approved handwriting instruction. In particular, daily, explicit instruction, writing for fluency, writing from memory, and use of selfevaluation are areas that need improvement. Results indicate that the lack of emphasis on these practices impacted the quality of teaching and learning of handwriting skills. Future research is needed on the impact of teacher training, use of an assessment tool that objectively assesses students' handwriting, use of reading and handwriting curriculum that complement and reinforce one another, and the effectiveness of research-based strategies in practice.

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“…Yazı yazarken öğrencilerin ters yazma, biçim ve boyuta dikkat etmeme, düzensiz yazı ve şekiller oluşturma gibi yazının mekanik boyutuyla ilgili sorunlar yaşamaktadırlar. Yazının mekanik boyutuna odaklanan öğrencilerin, konu seçme, planlama, imla, noktalama gibi yazının içerik boyutunu göz ardı ettikleri ifade edilmektedir (Edwards, 2003;Graham ve Weintraub, 1996;Akyol, 2011;Mather, 2003;Piotrowski ve Reason, 2000;Yıldırım ve Ateş, 2007;Yıldız, 2013). Yazının biçimsel üretimi noktasında yaşanan sorunların akademik başarı ve özyeterlik algıları üzerinde olumsuz etki yarattığı da ifade edilmektedir (Edwards, 2003).…”

Section: Introductionunclassified

6 Yaşında Okula Başlayan Öğrencilerin Yazma Eğilimlerinin Çeşitli Değişkenler Açısından İncelenmesi

Kaşkaya

Duran²,

Ulu

2016

EEF DERGI

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Considering that the current situation of the compulsory education period created some sorts of problems in our country, an education system, which is known as 4+4+4 in public has been implemented in 11th April, 2012. It is thought that it is vital to determine the outcomes of the 4+4+4 system within the scope of the age of starting school. In this context, the basic aim in this present study is to determine the dispositions of children, who started the primary school in their 6, in terms of their writing behaviour. The research was designed as a descriptive study, in which the comparative relational scanning model was used, aiming to determine the writing dispositions of children started school in their 6. The research was carried out with 235 students who started the primary school in 6 and 7 years old. The research included 116 female and 119 male students who are 3rd and 4th graders in primary school. According to the results reached in the study, it was found that significiant differences among writing dispositions of the students who started the school in their 6 and 7.

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Writing Instruction in Kindergarten

Cited by 53 publications

References 50 publications

Classroom inside writing activities from perspective of pre-service teacher<p>Öğretmen adaylarının perspektifinden sınıf içi yazma çalışmalarının değerlendirilmesi

Classroom inside writing activities from perspective of pre-service teacher<p>Öğretmen adaylarının perspektifinden sınıf içi yazma çalışmalarının değerlendirilmesi

In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms

6 Yaşında Okula Başlayan Öğrencilerin Yazma Eğilimlerinin Çeşitli Değişkenler Açısından İncelenmesi

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