Phonological Awareness Support During Preschoolers' Writing

• In Event: AERA Poster Session 5
  In Poster Session: Section 1a, Poster Session 1. Literacy: Literacy Processes and Practices (San Diego)

Abstract

To begin reading and writing, children must connect their spoken and written words. For some children, this begins in early childhood as they engage in rhyming, singing, and word play. Research has demonstrated that phonological instruction, at the phoneme level, significantly impacted both reading and spelling acquisition (Ehri et al., 2001). This study examined how one teacher supported preschoolers’ writing by modeling PA. Data were collected during a ten-week case study of the teacher’s supports for students’ writing. The study revealed three findings: the teacher employed a range of PA supports; there was great variation in how students represented their own messages in writing; and the teacher’s PA modeling may support students in transcribing their spoken messages into written messages.

Author

• Laura Piestrzynski, Louisiana State University