Process Writing Development in Emergent/Early Writers

• In Event: Roundtable Session 105
  In Roundtable Session: Engaging With Power: Learning From Children’s Early Composing Processes

Abstract

Research on early and emergent writers has often neglected process writing development. This study examined 488 pre-existing kindergarten and first-grade writing samples following the district-wide implementation of a process based intervention. The workshop approach added two elements: picture plans for prewriting, and teaching points to target instruction. Change over time was examined on four outcome measures: quantity produced, picture plan, developmental level, and handwriting. The greatest change was in the developmental level, with large effects for quantity and handwriting. Regression analyses indicated student choice had a significant positive association with all measures; other significant associations included minilessons with developmental level and handwriting, revision with quantity, and editing with planning, suggesting these features of writing workshops may foster early writing development.

Author

• Kellie Carpenter Cude, Texas A&M University-Central Texas