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Exploring Interactive Writing As An Effective Practice For Increasing Head Start Students' Alphabet Knowledge Skills, Anna H. Hall, Michael D. Toland, Jennifer Grisham-Brown, Steve Graham
Exploring Interactive Writing As An Effective Practice For Increasing Head Start Students' Alphabet Knowledge Skills, Anna H. Hall, Michael D. Toland, Jennifer Grisham-Brown, Steve Graham
Anna H Hall
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 …
Beyond The Author's Chair: Expanding Sharing Opportunities In Writing, Anna H. Hall
Beyond The Author's Chair: Expanding Sharing Opportunities In Writing, Anna H. Hall
Anna H Hall
Providing children with opportunities to share their writing with others is a vital part of establishing a successful writing community. Although sharing is most often viewed as a beneficial experience for children, it is important to acknowledge that sharing can also be uncomfortable and intimidating for many young authors. This article provides tips for establishing a respectful writing community, including strategies for whole-group sharing, as well as alternative experiences for children who are reluctant to share.
Exploring Interactive Writing As An Effective Practice For Increasing Head Start Students' Alphabet Knowledge Skills, Anna H. Hall, Michael D. Toland, Jennifer Grisham-Brown, Steve Graham
Exploring Interactive Writing As An Effective Practice For Increasing Head Start Students' Alphabet Knowledge Skills, Anna H. Hall, Michael D. Toland, Jennifer Grisham-Brown, Steve Graham
Anna H Hall
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 …