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Teachers' Approaches to Writing Instruction in Preschool Classrooms

Mon, April 12, 11:10am to 12:40pm EDT (11:10am to 12:40pm EDT), Division C, Division C - Section 1a: Literacy Paper and Symposium Sessions

Session Type: Symposium

Abstract

Though the importance of preschool writing is well-established, empirical research on teachers’ supports for young writers is extremely limited. This symposium brings together two research teams approaching this problem from different perspectives. Papers 1 and 2 use observational data and quantitative methods to describe the range of instruction in typical classrooms, and use that data to identify promising practices and their impact on children’s learning. Papers 3 and 4 use qualitative methods to describe the ways expert teachers interact with children around writing, providing detailed descriptions of ways teachers working from an emergent literacy perspective support young writers. This symposium, examines intersections and disjunctions across studies with the goal of improving preschool writing instruction.

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