NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ893045
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 115
ISBN: N/A
ISSN: ISSN-0022-0671
Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students' Reading Skills
Jones, Cindy D'on; Reutzel, D. Ray; Fargo, Jamison D.
Journal of Educational Research, v103 n5 p327-341 2010
This experimental study directly compared the effects of two prevalent forms of classroom writing instruction, interactive writing and writing workshop, on kindergarten students' acquisition of early reading skills. Repeated measures data was collected at four points over 16 weeks to monitor growth of 151 kindergarten students in phonological awareness, alphabet knowledge, and word reading. Results of this study showed students in both the interactive writing group and the writing workshop group demonstrated significant growth over time for each of the three outcome measures, with no statistically significant difference between groups for any of the outcome measures at any of the time points. This study provides evidence that, when consistently implemented during the first 16 weeks of kindergarten, interactive writing and writing workshop are equally effective in promoting acquisition of early reading skills. (Contains 2 tables and 3 figures.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A