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ERIC Number: ED432015
Record Type: Non-Journal
Publication Date: 1999-Apr-22
Pages: 21
Abstractor: N/A
Reference Count: N/A
Relationship of Interactive Writing to Independent Writing in Kindergarten and First Grade.
Bickel, Doris; Holsopple, Shirley; Garcia, Peggy; Lantz, Mary Jane; Yoder, Dee
Researching what gains are made in independent writing as a result of interactive writing, a study examined the relationship of interactive writing to independent writing in kindergarten and first grade. Researchers collected samples of children's independent writing, interactive writing, student reflection sheets, individual conferencing, and observational survey results. Results indicated that in the beginning of the kindergarten study, many children could not write at all. At the end, all the children were writing random letters and beyond. At the beginning of first grade, all the children were either scribble writing or using random letters. At the end, all the children were using either inventive or conventional spelling. The students looked at their samples from August through March and wrote about or responded to the changes that they saw in their writing. The study recommends increasing time spent on interactive writing and encouraging all K-5 grades to use this teaching tool to improve students' writing. (Contains six references, four charts of data, samples of stages of writing, and a reflection on writing worksheet.) (SC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A