Assessing the Quality of Preschool Writing Instruction: Development and Preliminary Findings from the tWRITE Measure

• In Event: AERA Research in Progress Roundtable Session Four
  In Invited Roundtable: Research-in-Progress RT017 (Saturday)

Abstract

This study investigates preschool teachers’ early writing practices and introduces the tWRITE, a new observational measure designed to evaluate the quality, frequency, and instructional focus of early writing instruction. Writing events of 61 preschool classrooms were coded and the results showed that instructional quality was in moderate level for Child Engagement and Instructional Scaffolding; lower-mid range for Instructional Relevance; and low for Purposeful Communication. Moreover, most writing occurred in small groups in preschool classrooms. Variation found across instructional routines (e.g, small vs. large group) in terms of instructional focus. Teachers most often supported handwriting, with limited emphasis on composing/idea generation. Findings provide initial validity evidence for the tWRITE and underscore the need for professional support to enhance meaningful writing instruction.

Authors

• Müge Ongur, Georgia State University

• Gary E. Bingham, Georgia State University