NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1068127
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
Reference Count: 72
ISSN: ISSN-1057-3569
Write to Read: Investigating the Reading-Writing Relationship of Code-Level Early Literacy Skills
Jones, Cindy D.; Reutzel, D. Ray
Reading & Writing Quarterly, v31 n4 p297-315 2015
The purpose of this study was to examine whether the code-related features used in current methods of writing instruction in kindergarten classrooms transfer reading outcomes for kindergarten students. We randomly assigned kindergarten students to 3 instructional groups: a writing workshop group, an interactive writing group, and a control group. Results of this full-year experimental study show that code-based writing instruction can complement the acquisition of important early reading skills. We present the implications of these findings.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)