Date of Award

1-1-2010

Document Type

Graduate Field Experience

Superseded Degree Name

Master of Arts in Education (Reading/Language Arts)

Colleges & School

College Of Education And Leadership

First Advisor

Janice J. Strop, PhD

Library of Congress Subject Heading

Diaries--Authorship; Spelling ability; Writing--Study and teaching; Kindergarten

Abstract

This study investigated the effects of daily journaling and invented spelling instruction with scaffolds on the development of emergent writers. A sample of four 4-year-old Kindergarten students was obtained from a school in southern Wisconsin. Each session, students listened to the researcher model writing processes that students would later attempt for themselves. Then, students practiced writing while the researcher and para-educator circulated to provide scaffolds to individual learners. Finally, students had a chance to share their work. Developmentally appropriate practices, best instructional practices, and individual learner needs were considered. Students were assessed on two measures: a Writing Rubric and the Conventions of Writing Developmental Scale. Overall, students improved or stayed the same on the Writing Rubric. All students improved on the Conventions of Writing Developmental Scale. These findings support the use of daily journaling and invented spelling instruction with scaffolds to improve the development of emergent writers.

Rights

On-Campus Access

OCLC Number

712604248

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