Learning-to-Write in Kindergarten Within the Units of Study in Writing Curriculum

• In Event: Roundtable 1 (Preschool/Kindergarten)

Abstract

This qualitative case study investigated kindergarten children’s learning-to-write within the context of the Units of Study in Reading and Writing Curriculum. Across one academic year, researchers used observations, field notes, photographs, videotapes, and writing samples to document the teacher’s writing instruction and the children’s growth as writers. Data are currently being analyzed inductively using content, thematic, and grounded theory analysis. Preliminary findings indicate that the instructional program supported, complicated, and in some cases, hindered the children’s learning-to-write processes.

Author

• Cheri Williams, University of Cincinnati