Literaturnachweis - Detailanzeige
Autor/inn/en | Jones, Cindy D.; Reutzel, D. Ray |
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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 |
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) 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). |
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 |