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ERIC Number: EJ1094751
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0300-4430
Drawing Children into Reading: A Qualitative Case Study of a Preschool Drawing Curriculum
DeFauw, Danielle L.
Early Child Development and Care, v186 n4 p624-641 2016
This article details a qualitative case study of 24 preschool children engaged with step-by-step drawing instruction provided by five educators as they developed their fine motor skills and drew detailed objects using the Drawing Children Into Reading curriculum (Halperin, W. A. (2011a). "Project 50 preschool manual." South Haven, MI: Drawing Children Into Reading. Retrieved from www.drawingchildrenintoreading.com). Although teachers and families reported observing improvement in handwriting and pencil grips, step-by-step drawing instruction was not necessarily the catalyst for such improvement. The author discusses the implications for early childhood educators and provides strategies for handwriting instruction to support students' overall writing development. Handwriting instruction for early elementary students is a necessity because it impacts students' reading and writing development. Teachers should begin with drawing lessons that lead to handwriting instruction, which must include explicit teaching of letter naming and letter formation, while providing encouragement for appropriate pencil grip. Legibility and writing fluency improve with continued handwriting instruction and practice, which impact the quality and quantity of students' writing.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan