Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students' Alphabet Knowledge Skills

Autor/inn/en	Hall, Anna H.; Toland, Michael D.; Grisham-Brown, Jennifer; Graham, Steve
Titel	Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students' Alphabet Knowledge Skills
Quelle	In: Early Childhood Education Journal, 42 (2014) 6, S.423-430 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-013-0594-5
Schlagwörter	Alphabets; Preschool Education; Preschool Children; Disadvantaged Youth; Regression (Statistics); Pretests Posttests; Intervention; Control Groups; Literacy Education; Teaching Methods; Interaction; Writing Instruction; Phoneme Grapheme Correspondence; Punctuation; Instructional Effectiveness; Skill Development + Suchen Sie Ihr Suchwort? Buchstabenschrift; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Benachteiligter Jugendlicher; Regression; Regressionsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Schreibunterricht; Interpunktion; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The current study used a pretest-posttest randomized control group design with 73 Head Start students, ages 3-5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3-4 days a week for 13 weeks. Children in the treatment group received a 10-15 min interactive writing lesson each day in small groups within their own classroom settings. Children in the control group received standard literacy instruction in small groups with their own classroom teachers. Child outcome data on upper case, lower case, and letter sound identification were collected before and after the intervention for both groups. Based on the large frequency of zeros on outcomes, zero-inflated Poisson regression analyses were performed. The results of the study showed that children receiving interactive writing identified more lower case and upper case letters at the end of the study relative to children in the control, but no differences were observed on letter sounds. While continued evaluation of the interactive writing strategy is needed in the preschool setting, the evidence from the current study shows encouraging trends in alphabet knowledge skill development as a result of this strategy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10