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ERIC Number: ED385845
Record Type: Non-Journal
Publication Date: 1993
Pages: 32
Abstractor: N/A
Reference Count: N/A
Socio-Psycholinguistic Assessment of Early Writing Development.
Traw, Rick
A one-year qualitative study examined the ways in which two at-risk beginning readers and writers developed in a classroom where teaching strategies most commonly identified with whole language were used. The students, 6-year-old "Josh" and 7-year-old "Jenny," were enrolled in a transitional class composed of students who had completed their kindergarten year but who were judged not to be prepared for first grade. The school site was located in one of the poorer areas of a largely middle-class midwestern city. All but two of the writing samples were taken from the daily journals the students wrote. The final two samples are from a first-grade student, "Joseph," in a regular classroom for purposes of comparison. Results indicated that: (1) the writing samples showed an increasing number of words over time; (2) Josh and Jenny gained an increasing control over handwriting and letter forms; (3) spelling began to catch up with meaning; and (4) the students' grasp of phoneme-grapheme correspondence and bank of sight words grew throughout the year. Results also indicated that Joseph worked through many of the same writing strategies as did Josh and Jenny. The most striking difference was that Joseph's writing was longer and more complex. Findings suggest that the writing of young children develops across all language sub-systems, parallel to the development of oral language, and in somewhat predictable but idiosyncratic and recursive ways. Teachers can use knowledge of the subsystems described by socio-linguistics in assessing the writing development of their students. (Contains 16 references and 12 samples of students' writing.) (RS)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A