A Teacher's Supportive Practices for Preschooler's Writing: Teacher Supports for Different Teacher-Identified Student Groupings

• In Event: Poster Session 2: Teaching Strategies for Early/Elementary Readers and Writers

Abstract

Although extensive research has focused on young children’s writing and identified the importance of early writing experiences, there is a limited amount of writing occurring in some early childhood classrooms. This study examined how one teacher provided differential support for writers in a pre-kindergarten classroom in an urban school district in the southeastern part of the United States. Data were collected during a ten-week case study of the teacher’s supportive practices for four- and five-year-old students’ writing. Findings revealed that the teacher varied her supportive practices to match her descriptions of students' writing skills.

Author

• Laura Piestrzynski, Louisiana State University