Drawing Children into Reading: A Qualitative Case Study of a Preschool Drawing Curriculum

Autor/in	DeFauw, Danielle L.
Titel	Drawing Children into Reading: A Qualitative Case Study of a Preschool Drawing Curriculum
Quelle	In: Early Child Development and Care, 186 (2016) 4, S.624-641 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1052422
Schlagwörter	Case Studies; Reading Instruction; Preschool Education; Freehand Drawing; Teaching Methods; Art Education; Reading Motivation; Psychomotor Skills; Early Childhood Education; Handwriting; Reading Readiness; Interviews; Video Technology; Coding; Michigan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Leseunterricht; Pre-school education; Vorschulerziehung; Drawing; Zeichnen; Teaching method; Lehrmethode; Unterrichtsmethode; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lesemotivation; Psychomotorische Aktivität; Early childhood; Frühkindliche Bildung; Frühpädagogik; Handschrift; Reading rate; Reading speed; Lesegeschwindigkeit; Interviewing; Interviewtechnik; Codierung; Programmierung
Abstract	This article details a qualitative case study of 24 preschool children engaged with step-by-step drawing instruction provided by five educators as they developed their fine motor skills and drew detailed objects using the Drawing Children Into Reading curriculum (Halperin, W. A. (2011a). "Project 50 preschool manual." South Haven, MI: Drawing Children Into Reading. Retrieved from www.drawingchildrenintoreading.com). Although teachers and families reported observing improvement in handwriting and pencil grips, step-by-step drawing instruction was not necessarily the catalyst for such improvement. The author discusses the implications for early childhood educators and provides strategies for handwriting instruction to support students' overall writing development. Handwriting instruction for early elementary students is a necessity because it impacts students' reading and writing development. Teachers should begin with drawing lessons that lead to handwriting instruction, which must include explicit teaching of letter naming and letter formation, while providing encouragement for appropriate pencil grip. Legibility and writing fluency improve with continued handwriting instruction and practice, which impact the quality and quantity of students' writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01