Write to Read: Investigating the Reading-Writing Relationship of Code-Level Early Literacy Skills

Autor/inn/en	Jones, Cindy D.; Reutzel, D. Ray
Titel	Write to Read: Investigating the Reading-Writing Relationship of Code-Level Early Literacy Skills
Quelle	In: Reading & Writing Quarterly, 31 (2015) 4, S.297-315 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2013.850461
Schlagwörter	Literacy; Reading Skills; Investigations; Reading Writing Relationship; Writing Instruction; Teaching Methods; Kindergarten; Writing Workshops; Control Groups; Experimental Groups; Early Reading; Phonological Awareness; Alphabets; Decoding (Reading); Transfer of Training; Pretests Posttests; Fidelity; Curriculum Implementation; Standardized Tests; Phonemes; Instructional Effectiveness; Multiple Regression Analysis; Statistical Analysis; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Untersuchung; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Frühlesen; Buchstabenschrift; Dekodierung; Training; Transfer; Ausbildung; Standadised tests; Standardisierter Test; Fonem; Unterrichtserfolg; Statistische Analyse
Abstract	The purpose of this study was to examine whether the code-related features used in current methods of writing instruction in kindergarten classrooms transfer reading outcomes for kindergarten students. We randomly assigned kindergarten students to 3 instructional groups: a writing workshop group, an interactive writing group, and a control group. Results of this full-year experimental study show that code-based writing instruction can complement the acquisition of important early reading skills. We present the implications of these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01