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ERIC Number: ED436000
Record Type: Non-Journal
Publication Date: 1999-Dec-2
Pages: 10
Abstractor: N/A
Reference Count: N/A
Capturing the Impoverishment (Richness) of Kindergartners' Writing in Contexts with Limited Teacher Scaffolding.
Kaufman, Laurie R.; Wiencek, B. Joyce
A study examined children's writing development in two kindergarten classrooms during the course of a school year, with particular consideration to context, teacher-provided support, and characterization of students' writing. The study was based on the theoretical concepts of writing-as-play and writing-as-exploration, as well as emergent literacy theory and a sociocultural approach to teaching and learning. Subject were 8 children in a morning kindergarten class and 9 children in an afternoon class. Findings related to classroom context suggest: primary teacher support was a post-writing strategy utilizing students' zones of proximal development; teachers made little intervention to improve student's writing quality through modeled or shared writing; very little group interaction or writing audience was observed; and journal writing was the second most frequent literacy event after read aloud. Regarding children's writings, findings suggest: some children made modest growth while others made little or no growth; large variations in writing fluency were present; topics came from students' own life or school experiences; drawing was a predominant feature of all writings; children developed an early repertoire of correctly-spelled conventional words (i.e. "mom,""dad,""love,""you"); and extended repetition was the primary learning pattern for children with varying levels of progress. Contains 14 references; a coding scheme for analysis of writing, a data overview chart, and 4 example charts are attached. (EF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A