Building a Bridge: Writing and Reading Connections in Early Childhood

Autor/inn/en	Quinn, Margaret F.; Traga Philippakos, Zoi A.
Titel	Building a Bridge: Writing and Reading Connections in Early Childhood
Quelle	In: Reading Teacher, 77 (2023) 2, S.260-267 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quinn, Margaret F.) ORCID (Traga Philippakos, Zoi A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2235
Schlagwörter	Early Childhood Education; Preschool Teachers; Reading Skills; Writing Skills; Written Language; Educational Strategies; Evidence Based Practice; Interdisciplinary Approach; Reading Aloud to Others; Literacy Education; Young Children; Developmentally Appropriate Practices; Learner Engagement + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Geschriebene Sprache; Lehrstrategie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Frühe Kindheit; Entwicklungsbezogene Bildung
Abstract	Reading and writing are essential components of literacy. Children's initial preschool experiences with literacy set important foundations for later school success. Instruction that can create a bridge between reading and writing to support children's developing understandings in both these areas of literacy has powerful implications for their literacy growth. This teaching and learning in action guide explores meaningful connections between reading and writing by examining the way in which one prekindergarten teacher supports children's reading-writing skills across various components of written language (i.e., sounds, letters, words, sentences, and content) and within various instructional contexts (centers, small groups, large group/read-aloud). This article shares research-based approaches in the context of specific examples in which the focal teacher fosters meaningful reading and writing connections using two key read-alouds as starting points. How do we make reading-writing connections in preschool across contexts and learning experiences to support children's literacy in meaningful, engaging, and developmentally appropriate ways and make connections visible to children? What high-quality reading and writing experiences influence preschoolers' engagement in activities? What ways are reading and writing addressed in your classroom across various instructional contexts (i.e., whole group, small group, centers)? (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01