Abstract
This chapter focuses on effective learning and teaching to write in kindergarten, considering L1. The research is part of a larger program that aims at exploring the relationship between learning to write and learning to read in the classroom, from kindergarten to grade two, where spelling becomes autonomous (children from 4 to 8 years old; see Rieben & Saada-Robert, 1997; Saada-Robert & Balslev, 2001). The actual results focus on the impact of emergent writing practices on the awareness of the alphabetic principle in a comprehensive way. They point out the benefit of teaching writing simultaneously with reading, from the very beginning of school culture acquisition.
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© 2005 Kluwer Academic Publishers
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Saada-Robert, M., Balslev, K., Mazurczak, K. (2005). Emergent Writing in Kindergarten and the Emergence of the Alphabetic Principle. In: Rijlaarsdam, G., van den Bergh, H., Couzijn, M. (eds) Effective Learning and Teaching of Writing. Studies In Writing, vol 14. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-2739-0_2
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DOI: https://doi.org/10.1007/978-1-4020-2739-0_2
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-2724-6
Online ISBN: 978-1-4020-2739-0
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