Early writing ability for young children is essential for later literacy and academic achievement. Early writing, especially composing, with young children offers rich opportunities to foster both emergent literacy and language skills simultaneously, which may help boost overall growth for children in poverty. This study examines early writing supports of teachers in prekindergarten and kindergarten classrooms within an early writing framework that includes language, as well as literacy, supports during early writing instruction. Fifteen teachers’ writing instruction was examined during two instructional contexts: morning message and small-group in the fall of the school year. Results suggest that, in general, teachers used morning message to reinforce emergent literacy skills related to the alphabetic principle and concepts of print. Teachers’ language (i.e., translation) supports during writing were sparse. However, during small group writing activities, teachers’ supported child language related to pragmatics/discourse at higher rates, specifically, guiding children’s attention to topic. Additionally, a unique relation emerged between teachers embedding language supports within writing instruction to their overall global classroom quality. Results suggest that composing with young children may be an optimal context to support child language growth. Few teacher background or control factors were systematically linked to quality writing in the classroom; however, teachers who spoke using more complex syntax also used more abstract writing supports (i.e., explaining and connection), suggesting linguistic features may be connected to teacher approach during instruction. Implications for professional development are discussed. / Literacy & Learners
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/1194 |
| Date | January 2019 |
| Creators | Farrow, JeanMarie |
| Contributors | Hindman, Annemarie H., Wasik, Barbara A., Smith, Michael W. (Michael William), 1954-, Neugebauer, Sabina Rak |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 154 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/1176, Theses and Dissertations |
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