Event Title

Supporting Emerging Writers in a Kindergarten Classroom

Presenter Information

Kyra Denington

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Poster Presentation

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Tampa

Mentor Information

Dr. Jolyn Blank

Description

Teachers need to utilize a wide range of strategies to provide high quality writing instruction to diverse learners in early learning contexts. With limited time and resources for differentiation in a classroom, it can become natural for educators to rely on the same strategies for writing instruction, such as guided writing and "sounding out" words. However, these strategies are not always effective, especially with students who are still struggling to establish the foundational skills necessary for writing. The purpose of this study is to describe how the use of a combination of strategies for teaching writing supports struggling writers' learning. Data, including work samples and anecdotal records developed from classroom observations, will be collected during a weekly small group time dedicated to writing instruction as well as during daily classroom life. I expect to find that focused writing instruction and the use of multiple strategies will have a positive impact on children's writing abilities. These findings can be used to better support students who are struggling with writing by helping educators to become less dependent on a limited set of strategies.

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Supporting Emerging Writers in a Kindergarten Classroom

Teachers need to utilize a wide range of strategies to provide high quality writing instruction to diverse learners in early learning contexts. With limited time and resources for differentiation in a classroom, it can become natural for educators to rely on the same strategies for writing instruction, such as guided writing and "sounding out" words. However, these strategies are not always effective, especially with students who are still struggling to establish the foundational skills necessary for writing. The purpose of this study is to describe how the use of a combination of strategies for teaching writing supports struggling writers' learning. Data, including work samples and anecdotal records developed from classroom observations, will be collected during a weekly small group time dedicated to writing instruction as well as during daily classroom life. I expect to find that focused writing instruction and the use of multiple strategies will have a positive impact on children's writing abilities. These findings can be used to better support students who are struggling with writing by helping educators to become less dependent on a limited set of strategies.