Exploring Unique Links Between Writing Supports and Vocabulary Growth in Early Childhood

• In Event: Current Issues in Vocabulary Learning: Technology, Writing, and Supporting ENLs

Abstract

Early writing is a special context whereby code- and language-based skills are intertwined, possibly providing a beneficial boosting effect to vocabulary learning. This study examines unique relations between teachers’ type and demand-level writing supports to child vocabulary growth in Pre-K, K, and 1st grade classrooms during two instructional writing settings: morning message and small group. Results suggest that, generally, less attention was paid to language supports. However, teachers’ language supports were related to abstract supports, suggesting composing may facilitate challenging talk. Finally, teachers’ abstract writing supports, not overall language supports, were uniquely linked to child vocabulary growth. The results imply that early composing may be a powerful activity to help children at risk make sizable gains to close literacy gaps.

Authors

• JeanMarie Farrow, University of Pennsylvania

• Annemarie H. Hindman, Temple University

• Barbara Wasik, Temple University