What Components of Interactive Writing Do Kindergarten Teachers Use? A Case Study

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Elevating Early Language Learning and Reading Proficiencies in Early Childhood Settings (Table 5)

Abstract

In this study I observed the interactive writing (IW) instruction of four kindergarten teachers in Michigan during the 2021-2022 school year. I transcribed each lesson, coded for the components of IW, and collected qualitative examples. Findings indicate that teachers utilized the components inconsistently. All four teachers modeled writing, used think-alouds, engaged students in co-constructing the texts, and connected IW work to independent writing. Teachers inconsistently engaged students in planning the texts, sharing the pen, rereading, and publishing. Teachers did not engage students in revising. The results of this study provide evidence that teachers are using components of IW in their classrooms, a method that can support young learners’ writing development.

Authors

• Lisa Cortez Hendricks, Michigan State University

• Tanya S. Wright, University of Michigan