Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature

Autor/inn/en	Hall, Anna H.; Simpson, Amber; Guo, Ying; Wang, Shanshan
Titel	Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature
Quelle	In: Literacy Research and Instruction, 54 (2015) 2, S.115-134 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2014.991883
Schlagwörter	Writing Instruction; Preschool Education; Literature Reviews; Intervention; Teaching Methods; Educational Philosophy; Emergent Literacy; Preschool Children; Effect Size; Constructivism (Learning); Interaction; Modeling (Psychology); Music Therapy; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Schreibunterricht; Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Interaktion; Modeling; Modelling; Modellierung; Musiktherapie; Unterrichtserfolg
Abstract	This article presents the results of a systematic review of the literature involving writing interventions in the preschool setting. The information presented is timely considering the current expectations for young children to write. Framing the empirical literature within different philosophical approaches, trends were analyzed to identify instructional strategies related to increases in emergent literacy outcomes and where gaps in the literature existed. The results from 22 intervention conditions from 1990 to 2013 indicated the overall effect size was g = 0.44, 95% CIs [0.27, 0.60], suggesting that preschool writing interventions enhanced children's early literacy outcomes. The findings also highlighted the importance of quality literacy environments and adult involvement. The findings from this article have important instructional implications for writing instruction in the preschool setting. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01