Examining the Effects of Kindergarten Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature

Autor/inn/en	Hall, Anna H.; Gao, Qianyi; Guo, Ying; Xie, Yanli
Titel	Examining the Effects of Kindergarten Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature
Quelle	In: Early Child Development and Care, 193 (2023) 3, S.334-346 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall, Anna H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2090932
Schlagwörter	Kindergarten; Young Children; Writing Instruction; Emergent Literacy; Outcomes of Education; Intervention; Educational Strategies + Suchen Sie Ihr Suchwort? Frühe Kindheit; Schreibunterricht; Frühleseunterricht; Lernleistung; Schulerfolg; Lehrstrategie
Abstract	The importance of teaching kindergarteners to be effective writers has been emphasized in recent years. The purpose of this article is to provide a systematic review of current experimental and/or quasi-experimental studies investigating writing instruction in the kindergarten setting. Framing the literature within three philosophical approaches, we identified instructional strategies related to increases in emergent literacy outcomes and gaps in the literature. The results from 15 intervention conditions from 2010 to 2020 indicated the overall effect size for kindergarten writing instruction was g = 0.37, 95% CIs [0.09, 0.64], suggesting that kindergarten writing instruction enhanced children's early literacy outcomes. The findings from this article provide important instructional implications for kindergarten writing instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01