ERIC Number: EJ1068127
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
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.
Descriptors: Literacy, Reading Skills, Investigations, Reading Writing Relationship, Writing Instruction, Teaching Methods, Kindergarten, Writing Workshops, Control Groups, Experimental Groups, Early Reading, Phonological Awareness, Alphabets, Decoding (Reading), Transfer of Training, Pretests Posttests, Fidelity, Curriculum Implementation, Standardized Tests, Phonemes, Instructional Effectiveness, Multiple Regression Analysis, Statistical Analysis
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
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)
Grant or Contract Numbers: N/A