Literaturnachweis - Detailanzeige
| Autor/in | Jones, Cindy D'On |
|---|---|
| Titel | Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study |
| Quelle | In: Journal of Educational Research, 108 (2015) 1, S.35-44 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0671 |
| DOI | 10.1080/00220671.2013.836466 |
| Schlagwörter | Writing Instruction; Kindergarten; Writing Achievement; Teaching Methods; Writing (Composition); Writing Skills; Regression (Statistics); Multivariate Analysis; Comparative Analysis; Writing Workshops; Interaction; Beginning Writing; Protocol Analysis; Pretests Posttests; Preschool Teachers; Woodcock Johnson Psycho Educational Battery Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; Writing skill; Schreibfertigkeit; Regression; Regressionsanalyse; Multivariate Analyse; Interaktion; Erstschreibunterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule |
| Abstract | This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a traditional writing instruction control group. Results revealed significant differences among the 3 methods of instruction for influencing student learning of compositional writing skills. Implications of these findings are discussed. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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