Exploring the Associations Between Preschool Teachers' Writing Practice and Children's Early Writing Development

• In Event: Teacher Supports for Early Writers: Current and Promising Practices in Preschool Classrooms

Abstract

Purpose. This study explores associations of early childhood classroom environments, teachers’ writing practices, and children’s early writing development. Research questions include: 1) What is the nature of early writing practices and environmental supports in preschool classrooms with regard to teacher scaffolding (i.e., frequency and quality) and component skills (e.g. handwriting, spelling, and composing)? and 2) To what extent are early writing environmental and instructional features related to children’s early writing development?

Perspectives. Two theoretical frameworks underpin this study. First, this study is situated in an understanding that early childhood classrooms serve as an important context for early writing development; children learn to manipulate the elements of symbolic tools by interacting with their environment and teachers (Dyson, 2010; Vygotsky, 1978). Second, early writing is viewed as a multidimensional process involving a group of component skills that develop independently and work collaboratively (e.g., Berninger & Swanson, 1994; Kaderavek, Cabell, & Justice, 2009; Puranik & Lonigan, 2014). Component skills reflect both transcription related (code-based) and composing (meaning-making) processes.

Methods and Data Source. A total of 496 children (49% female) in 54 classrooms participated. Children’s ages ranged from 36 to 62 month (M = 51 months). Children represented diverse ethnic backgrounds but were mostly African American (63.7%). Children were assessed at three time points on four writing measures that assessed transcription (name writing, letter writing, invented spelling) and composing (contextual writing assessment) skills. Samples were coded for various features which include print concepts (directionality, linearity, print conveys meaning), transcription skills (letter formation, letter-sound correspondence) and ideation (language complexity, intention, relevance). Observations of teachers’ practices included a three-hour videotaped session of teacher practices three times a year. Video coding examined environmental and pedagogical writing supports available to children using two early writing practices measures (Blinded name: Authors, 2015; ELLCO: Smith, Brady, & Anastasoploulos, 2008). Analyses included partial correlations and hierarchical linear modeling (HLM) to examine associations between teachers’ writing practice and children’s early writing development.

Results. HLM results demonstrate relations between classroom environmental supports, teacher’s writing practice, and children’s writing development. Both transcription and compositional emergent writing skills evidence significant growth across the preschool school year. An examination of this growth suggests that almost half of the variance in children’s writing development during preschool can be attributed to environmental and instructional factors. For example, considerable variation in children’s early writing development, across transcription and composing tasks, can be attributed to classroom level features (interclass correlation coefficients range from .41 to .59). This presentation will also report the unique and combined effects of preschool environments and instructional supports on children’s early transcription and composing skills.

Significance. Previous research on the links between preschool teachers’ practices and children’s writing development is limited, particularly as it relates to both transcription and composing processes. This study comprehensively examines existing early writing practices of Head Start classrooms and evaluates the impact these practices have on children’s early writing development.

Authors

• Xiao Zhang, Georgia State University

• Gary E. Bingham, Georgia State University

• Hope K. Gerde, Texas A&M University - College Station