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English Language Learners' Writing Behaviors During Literacy-Enriched Block PlaySnow, Marianne 03 October 2013 (has links)
While many researchers have explored the benefits of literacy-enriched play for monolingual English-speaking children, few have investigated English language learners’ (ELL) responses to this type of play. This thesis presents three groups of case studies documenting the writing behaviors of ELLs in their Kindergarten classrooms’ literacy-enriched block centers. The first and second studies detailed the writing behaviors of high-SES (at a private school) and low-SES (at a Title I public school) ELL students, while the third study compared and contrasted the actions of the high- and low- income students during literacy-enriched play. The types and frequencies of writing behaviors demonstrated by the participants were analyzed to determine how learning an additional language and socioeconomic status might have affected the participants’ responses to this type of literacy learning intervention.
After examining field notes and photographs documenting the participants’ actions, writing samples they created, and frequencies of writing behaviors, it was determined that most of the high- and low-income ELL students benefited from literacy- enriched play, in that they engaged in writing behaviors and therefore were able to practice and experiment with writing in an informal, child-centered setting. However, the low-income participants engaged in writing behaviors much less frequently than the high-income students, and they also demonstrated less advanced writing behaviors. These results seemed to indicate the effects of poverty on young ELLs’ emergent writing development.
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Barns uppfattningar om det skrivna språket : En kvalitativ studie med fokus på barn i förskoleklassen / Children´s perceptions of the written language : A qualitative study focusing on children in the preschool classOlsson, Hanna, Petersson, Tina January 2016 (has links)
Syftet med studien är att synliggöra vilka tankar och uppfattningar barn i förskoleklassen har om det skrivna språket. Syftet har mynnat ut i två olika frågeställningar som vill undersöka hur barn i förskoleklassen uppfattar betydelsen av att lära sig skriva och hur barnen uppfattar lärprocessen gällande skrivutveckling. För att lyfta barns perspektiv om skriften användes semistrukturerade gruppintervjuer med sammanlagt 28 stycken barn i två olika förskoleklasser. Ett resultat var att barnen uppfattade skriften som en viktig komponent för den framtida skolgången och vuxenlivet. De fördelar som barnen uppfattade om att lära sig skriva var att det bidrar till ett nytt sätt att kommunicera med andra och att det ökade graden av självständighet. Ett resultat var att barnen hade olika inställningar till skriften, både positiva och negativa. Barnen uttryckte olika faktorer som påverkar deras egen lärprocess samt vilka strategier de använder för att utvecklas. De vuxna hade stor betydelse för inlärningen och barnen behövde lugn och ro i sitt skrivande. De nämnde även att specifika material spelar roll för motivationen.Studien kan medföra till att vuxna får en ökad medvetenhet om vilka tankar barnen har om det skrivna språket. Barnen vill ha stöd i sin utveckling och material som tilltalar dem. Miljöerna och undervisningen bör anpassas på ett sätt som kan stödja barns skrivutveckling.
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Changes in Kindergarteners' Writing Complexity When Using Story ElementsWatanabe, Lynne M. 18 July 2008 (has links) (PDF)
This study examined changes in kindergarteners' writing complexity after implementing writing instruction based on story elements (character, setting, problem, and solution). Writing samples from six students of three ability levels (i.e., beginning, intermediate, and advanced) were collected over a six-week period within a guided writing context. These samples included three types of texts (oral language, pictures, and written text)and were analyzed using two analytic rubrics specifically created for this study, one for writing development and the other for the inclusion of story elements. Findings from this study suggest that all students, regardless of ability level wrote in more complex ways when they used story elements as cues to incorporate detail into their writing. Additionally, all of the students included the four story elements in varying degrees, and the acknowledgment and use of different types of text in each writing sample provided a more accurate representation of the student authors' thinking.
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Factors Related to Early Writing DevelopmentCenteno, Maria A. 30 September 2013 (has links)
No description available.
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