An Observational Study of Writing Instruction and Practice in Kindergarten Classrooms

• In Event: Early Literacy Across Contexts

Abstract

The purpose of the study was to examine the amount and type of writing instruction and practice in 78 kindergarten teachers across three states in the US. Classroom teachers were videotaped three times during the academic year. We assessed the multidimensional components of writing instruction and practice using a time-sampled, observational scale. Results demonstrated that most kindergarten teachers devoted considerable time to teaching writing and providing opportunities for children to practice writing. Kindergarten teachers delivered instruction and practice in whole group and relied on teacher modeling and monitoring and providing feedback to structure instruction and practice. In addition, most of the variability in classroom practices occurred within individual teachers. Considerable variability was also observed in classroom practices across schools.

Authors

• Ying Guo, University of Cincinnati
  Presenting Author

• Cynthia Puranik, Georgia State University
  Non-Presenting Author

• Yanli Xie, Florida State University
  Non-Presenting Author

• Megan Schneider Dinnesen, University of Cincinnati
  Non-Presenting Author

• Allison Breit-Smith, University of Cincinnati
  Non-Presenting Author