A study examined whether there were any differences in the concepts about print, writing vocabulary, and prereading performance of selected kindergarten children who were provided with (1) independent writing time and exposure to a writing model in the school environment, (2) independent writing time without the writing role model, and (3) neither the independent writing nor the writing role model. Subjects, 72 kindergarten students in a school in Jasper, Alabama, were placed randomly in one of the three groups and received one of the three treatments over a six-week period. All subjects were posttested within two weeks following the treatment period using all three measures. The results of the posttest indicated that independent writing time is conducive to children's acquisition of concepts about printed language, which occurred through creative expression during independent writing time without direct, formal instruction. However, a writing role model did have positive results on children's writing vocabulary performance. Finally, independent writing time, with or without exposure to a writing role model, did not improve performance significantly in prereading skills. (HTH)