Interactive writing is a powerful instructional strategy in which the teacher and children "share the pen" to construct a collaboratively composed text. Traditionally, articles have been written detailing how the procedure can be implemented in grades kindergarten through two. We contend that interactive writing can also be an effective…

Theoretical models hold that written products (e.g., quality of written composition) are the outcome of the writing process (e.g., translation, transcription, revision) and skills and knowledge on which the writing process draws (e.g., language, transcription, cognitive skills). In the present study, we examined the relations among writing…

Theoretical models hold that written products (e.g., quality of written composition) are the outcome of the writing process (e.g., translation, transcription, revision) and skills and knowledge on which the writing process draws (e.g., language, transcription, cognitive skills). In the present study, we examined the relations among writing…

Emergent bilingual children express their ideas in written language through meaningful marks on a page by leveraging their oral language and print focused skills from home and school languages. Because writing is a complex task, particularly for children learning more than one language, teachers must make decisions about how they guide children…

The purpose of this paper is (1) to report on the design of the early writing observational writing rubric designed to observe and describe change over time in the writing of children emerging into conventional literacy (ages 6-7) within an instructional setting and (2) to investigate the initial reliability and validity of the rubric. We used an…

We studied the processes involved in synthesis writing, focusing on planning, editing and self-regulation strategies. The aims of the study were a) to analyse the temporal distribution of cognitive strategies and self-regulation across the different phases of writing, b) to identify different writing approaches (i.e., profiles), and c) to…

This study examined the composing process and communication of students aged 5-8 identified with intellectual disabilities. An open-ended writing activity called Big Paper was implemented at least once every 2 weeks for a 6-month period. Qualitative methods were utilized to analyze writing samples, videotapes of writing sessions, and transcripts…

Much has been made by early childhood educators about the importance of activities that foster early reading--and deservedly so--but studies show that reading and writing are skills that children develop simultaneously. Early reading is supported and improved by early writing. Young children need reading to help them learn about writing, and they…

Examines five preschool deaf children's use of sign language during free-choice writing. Finds the children used both signed language and nonverbal expression to engage in representational, directive, interactional, personal, and heuristic use of language to support their writing endeavors. Raises the question of whether nonverbal expression might…

Observes, for a school year, a first grader's spontaneous utterances and actions while composing. Identifies seven shifts in the composing process, and identifies four factors that influenced these shifts. Suggests that during the transitional period, a child's ownership of the process is set in a complex relationship with the teacher and peers,…

This study examined student perspectives about writing by interviewing both typically developing and struggling writers in Grades 2 through 8. The findings revealed a progressive developmental pattern of writing knowledge in which novice writers place more emphasis on the physical product and local meaning, while more experienced writers focus on…

A study was conducted to identify characteristics of young children's written compositions that might be used to indicate growth patterns. Written compositions of 482 children of all ability levels, grades 1-3, were examined by two teams of teacher-researchers and placed on a continuum of sophistication. Four growth strands were identified: (1)…

Presents a case study of one first-grade student's literacy behavior while corresponding through email during a 13-month period. Presents guidelines for teachers for developing an email pen-pal project. Suggests email is a powerful new medium for writing. (NH)

A study was designed to identify and codify behavioral trends in the composing process of early writers' narrative attempts in literate environment instructional settings. The study also examined regressive patterns within behavioral responses to determine how development in one area of the writing task influenced the development in other areas.…

Reconsiders how child writers gain control of story forms, the functions of children's story worlds in their real worlds, and the connections between form and function in literacy development. Focuses on one students' writing development to show the gradual evolution of literary perspective. (MG)