Date: 08 Nov 2012
Preschool Teachers and Children’s Emergent Writing: Supporting Diverse Learners
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
Early literacy skill development is critical during the preschool years. Under that umbrella is emergent writing, a small but important component of overall literacy development. This article presents two writing strategies: (1) writers’ workshop and (2) dictation within the context of storybook reading that preschool teachers can utilize to target emergent writing development. Modifications for diverse learners are also included throughout.
Aram, D., & Biron, S. (2004). Joint storybook reading and joint writing interventions among low SES preschoolers: Differential contributions to early literacy. Early Childhood Research Quarterly, 19, 588–610.CrossRef
Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning. Portsmouth, NH: Heinemann.
Baghban, M. (2007). Scribbles, labels, and stories: The role of drawing in the development of writing. Young Children, 62(1), 20–26.
Behymer, A. (2003). Kindergarten writing workshop. Reading Teacher, 57, 85–88.
Bloodgood, J. W. (1999). What’s in a name? Children’s name writing and literacy acquisition. Reading Research Quarterly, 34, 342–367.CrossRef
Bomer, R., & Lehman, T. (2004). Positioning in primary writing workshop. Research in the Teaching of English, 38(4), 420–466.
Brett, J. (2008). Gingerbread friends. New York, NY: Putnam.
Bus, A. G., Both-de Vries, M., de Jong, A.J., Sulzby, E., de Jong, W., & de Jong. E. (2001). Conceptualizations underlying emergent readers’ story writing (CIERA Report No. 2-015). Ann Arbor: University of Michigan, School of Education, Center for the Improvement of Early Reading Achievement.
Bus, A. G., van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21.CrossRef
Calkins, L. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.
Cappello, M. (2006). Under construction: Voice and identity development in writing workshop. Language Arts, 83(6), 482–491.
Carle, E. (2011). The artist who painted a blue horse. New York, NY: Philomel.
Cheatham, G. A., & Ro, Y. E. (2010). Young English language learners’ interlanguage as a context for language and early literacy development. Young Children, 65(4), 18–23.
Clay, M. M. (1975). What did I write? Auckland: Heinemann.
Clay, M. M. (1998). By different paths to common outcomes. Portland, ME: Stenhouse Publishers.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934–945.CrossRef
Cunningham, A. E., & Zibulsky, J. (2011). Tell me a story: Examining the benefits of shared reading. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 3, pp. 573–596). New York, NY: Guilford.
Denton, K., West, J., & Walston, J. (2003). Reading—Young children’s achievement and classroom experiences: Findings from the condition of education, 2003. Washington, DC: National Center for Education Statistics.
Dewdney, A. (2007). Llama mad at mama. New York, NY: Viking.
Dickinson, D. K., McCabe, A., Anastopoulos, L., Peisner-Feinberg, E., & Poe, M. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95, 465–481.CrossRef
Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore, MD: Paul H. Brookes Publishing Co.
Dyson, A. H. (1993). Social worlds of children learning to write in an urban primary school. New York, NY: Teachers College Press.
Ehlert, L. (2004). Pie in the sky. Orlando: Harcourt Children’s Books.
Fowler, S., Yates, T., & Lewman, B. (2007). Using a weekly story to plan creative activities and promote early literacy in preschool. Gifted Child Today, 30(3), 26–33.
Graves, D. (1983). Writing: Teachers and children at work. Portsmouth, NH: Heinemann.
Graves, D., & Hansen, J. (1983). The author’s chair. Language Arts, 60(2), 176–183.
Heward, W. L. (2009). Exceptional children: An introduction to special education (9th ed.). Upper Saddle River, NJ: Merrill-Pearson Publishing.
Hutchins, P. (1971). Rosie’s walk. New York, NY: Aladdin.
Jacobson, J. (2010). No more: “I’m done!”: Fostering independent writers in the primary grades. Portland, ME: Stenhouse Publishers.
Kalmar, K. (2008). Let’s give children something to talk about: Oral language and preschool literacy. Young Children, 63(1), 88–92.
Kissel, B. (2008). Promoting writing and preventing writing failure in young children. Preventing School Failure, 52(4), 53–56.CrossRef
Koppenhaver, D. A., & Erickson, K. A. (2003). Natural emergent literacy supports for children with autism and several communication impairments. Topics in Language Disorders, 23(4), 283–292.CrossRef
Lonigan, C. J. (2004). Emergent literacy skills and family literacy. In B. Wasik (Ed.), Handbook of family literacy (pp. 57–82). Mahwah, NJ: Lawrence Erlbaum.
Makin, L. (2003). Creating positive literacy learning environments in early childhood. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early literacy (pp. 327–337). Thousand Oaks, CA: Sage.CrossRef
Mayer, K. (2007). Research in review: Emerging knowledge about emergent writing. Young Children, 62(1), 34–40.
Perlmutter, J., Folger, T., & Holt, K. (2009). Pre-kindergartners learn to write: A play on words. Childhood Education, 86(1), 14–19.CrossRef
Ray, K. W. (2001). The writing workshop: Working through the hard parts (and they’re all the hard parts). Urbana, IL: National Council of Teachers of English.
Ray, K. (2004). About the authors. Portsmouth, NH: Heinemann.
Rowe, D. W. (2003). The nature of young children’s authoring. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early literacy (pp. 258–270). Thousand Oaks, CA: Sage.CrossRef
Rowe, D. W. (2008). Social contracts for writing: Negotiating shared understandings about text in the preschool years. Reading Research Quarterly, 43, 66–95.CrossRef
Saracho, O. (2002). Young children’s literacy development. In O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives on early childhood curriculum (Vol. 1, pp. 111–130). Greenwich, CT: Information Age Publishing.
Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245–302.CrossRef
Schwarzer, D., Haywood, A., & Lorenzen, C. (2003). Fostering multiliteracy in a linguistically diverse classroom. Language Arts, 80(6), 453–460.
Spandel, V. (2007). Creating young writers: Using the six traits to enrich writing process in primary classrooms. Boston, MA: Allyn and Bacon.
Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947.CrossRef
Tolchinsky, L. (2003). The cradle of culture and what children know about writing and numbers before being taught. Mahwah, NJ: Lawrence Erlbaum Associates.
Tunks, K. W., & Giles, R. M. (2009). Writing their words: Strategies for supporting young authors. Young Children, 64(1), 22–25.
Ukrainetz, T. A., Cooney, M. H., Dyer, S. K., Kysar, A. J., & Harris, T. J. (2000). An investigation into teaching phonemic awareness through shared reading and writing. Early Childhood Research Quarterly, 15, 331–355.CrossRef
Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542–555.CrossRef
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848–872.
Wiesner, D. (2001). The three pigs. New York, NY: Clarion Books.
Yopp, H. K., & Yopp, R. H. (2009). Phonological awareness is child’s play! Young Children, 64(1), 12–18.
- Preschool Teachers and Children’s Emergent Writing: Supporting Diverse Learners
Early Childhood Education Journal
Volume 41, Issue 6 , pp 439-446
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Emergent writing
- Early childhood