ERIC Number: ED441258
Record Type: RIE
Publication Date: 2000-Apr
What Can Family Involvement Contribute to Primary-Grade Writing Instruction?
Wollman-Bonilla, Julie E.
Family Message Journals, in which first-graders write to their families and receive a daily written reply, involve families in children's school literacy program. This paper focuses on the written replies of four representative case-study families to their children's messages. Analysis of the instructional functions realized through text structure and lexicogrammatical features of families' replies reveals how family members may have played a role in providing writing instruction. Results demonstrate that all four case-study families had the ability to skillfully scaffold learning to write through instructional feedback on children's messages and modeling of genre conventions. The immigrant family of English Language Learners, in particular, modeled powerful writing that sometimes pushed the boundaries of mainstream genre expectations. Results suggest that families, even those typically considered less capable of participating, have much to contribute to children's school literacy learning that may both extend classroom instruction and introduce alternative text models. (Contains 46 references.) (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).