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ERIC Number: ED520396
Record Type: Non-Journal
Publication Date: 2010
Pages: 164
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-3919-0
ISSN: N/A
Perceptions of Diverse First-Grade Learners of Their Writing Instruction and Growth as Writers
Archibald, Michele
ProQuest LLC, Ed.D. Dissertation, Walden University
Writing is an essential component of young children's early literacy development, and active participation in writing instruction contributes to their growth as writers. Providing engaging writing instruction to meet the academically diverse needs of young learners, however, can challenge early childhood teachers. The purpose of this study was to describe the existing differences in writing skills and abilities and examine the perceptions of 18 first-grade students participating in a single classroom writing community grounded in socio-cognitive theory. This qualitative case study examined the perceptions of a diverse group of young children as they participated in a socially constructed learning environment and the role that interactive writing and writing workshop had upon their perceived role and growth as young writers. Data from participant surveys were collected and triangulated with data collected from observations, student surveys and interviews, and student writing sample artifacts to ensure consistency of the data. Thematic analysis was performed on data collected to develop a more extensive and in-depth understanding of the student participants' perceptions. Results indicated that a range of writing skills and abilities existed among student participants and the majority of student participants were on-task, engaged and felt positive about their writing experiences in the socially constructed environment. The results of this research could influence social change by illuminating how instructional experiences can accommodate the existing disparity of writing skills and abilities of students. The perceptions discovered revealed that young students enjoy interactive writing and writing workshop experiences in a classroom community. As such, these instructional approaches offer a viable alternative to traditional writing instruction in early childhood classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A