NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED522953
Record Type: Non-Journal
Publication Date: 2010
Pages: 126
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-1260-6
ISSN: N/A
Kid Writing versus Traditional Writing Instruction: Impact on the Literacy Development and Perceptions of Writing of Kindergarten Students
Williams, Almena L.
ProQuest LLC, Ed.D. Dissertation, Walden University
With increasing emphasis on school readiness and early childhood programs as the foundation for academic success, the impact of implementing writing instruction in the primary grades has garnered interest. A survey done by the National Writing Project revealed that 69% of Americans believed that writing should be taught in all grade levels. The problem arises in determining the method by which to teach writing. This study explored the relationship between the literacy development of kindergarteners taught using the Kid Writing instruction method as compared to those taught using traditional writing instruction. It also explored the perceptions that students from the 2 studied groups had about writing both before and after implementation. The philosophy behind journal writing and its impact on literacy development is grounded in Vygotsky's theories of the zone of proximal development and scaffolding, which is the premise that assistance provided by capable peers and adults can lead to independence in tasks that once proved difficult. This mixed methods study utilized a concurrent triangulation approach to gather both quantitative and qualitative data to cross-validate and confirm the findings in the study. Individual student literacy scores were collected and analyzed using an independent measures "t" test. Interview data were also collected and analyzed. The findings of this study revealed no significant difference in the literacy development scores of the 2 studied groups. Interview data revealed that students from both classes genuinely saw themselves as "good" writers. This study may help to create social change by challenging educators to discover new and innovative ways to reach students. This study has the possibility to provide educators with ideas for differentiation of instruction and scaffolded learning for each child, thereby meeting each student at his or her level. [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: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A