Login | Register

Play Experiences and Preschoolers’ Engagement in Early Writing

Title:

Play Experiences and Preschoolers’ Engagement in Early Writing

Callejas Aliaga, Pamela (2024) Play Experiences and Preschoolers’ Engagement in Early Writing. Masters thesis, Concordia University.

[thumbnail of Callejas__MA_F2024.pdf]
Preview
Text (application/pdf)
Callejas__MA_F2024.pdf - Accepted Version
Available under License Spectrum Terms of Access.
6MB

Abstract

Children’s early writing skills at preschool may mediate their future academic success. However, preschool activities solely support transcription despite being only one-half of the writing equation. Introducing a writing purpose can support composition, and one rooted in children’s personal experiences may facilitate their engagement in meaningful writing. The present study used a picture of preschoolers' sociodramatic play experience as a contextual writing prompt to examine whether children’s writing abilities and engagement in a writing process change depending on the context of the picture prompt. A sample of 18 preschoolers participated in a recorded sociodramatic play session, followed by a process-oriented writing session. In a fully within-subject design, preschoolers were asked to plan, write, and read from their text using three contextual prompts. Each prompt included a speech bubble and a different picture context (i.e., preschoolers’ play session, other children's play, and a non-play picture). Children’s text productions were coded for written text sophistication and oral text productivity. Children’s time spent planning and writing were measures of their engagement in the writing process. Comparative analyses of repeated measures ANOVA showed that children's engagement in planning when prompted by the context of their sociodramatic play experience was significantly longer than the other picture prompts. The children also produced more oral text words and more advanced written forms. These findings support the development of writing tasks rooted in children’s experiences to prompt early composition and transcription as integrated skills.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Callejas Aliaga, Pamela
Institution:Concordia University
Degree Name:M.A.
Program:Child Studies
Date:August 2024
Thesis Supervisor(s):Martin-Chang, Sandra
Keywords:early writing; preschoolers' early writing; play-based contextual writing task; process-oriented early writing task; comprehensive early writing research; play experiences as writing prompts
ID Code:994673
Deposited By: Pamela Callejas Aliaga
Deposited On:24 Oct 2024 15:53
Last Modified:24 Oct 2024 15:53

References:

Almeida, T., & Silva, C. (2021). Invented spelling intervention programmes: Comparing explicit and implicit instructions. Análise Psicológica, 2(39), 229–245. http://dx.doi.org/10.14417/ap.1848

Barratt‑Pugh, C., Ruscoe, A., & Fellowes, J. (2021). Motivation to write: Conversations with emergent writers. Early Childhood Education Journal, 49(2), 223–234. https://doi.org/10.1007/s10643-020-01061-5

Berefelt, G. (1987) Sex differences in scribbles of toddlers: Graphic activity of 18‐month‐old children, Scandinavian Journal of Educational Research, 31(1), 23–30. https://doi.org/10.1080/0031383870310102

Bergen, D. (1988). Play as a Medium for Learning and Development. Portsmouth, NH: Heinemann

Berninger, V. W., Abbott, R. D., Abbott, S. P., Graham, S., & Richards, T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities, 35(1), 39–56. https://doi.org/10.1177/002221940203500104
Berninger, V. W., Abbott, R. D., Jones, J., Wolf, B. J., Gould, L., Anderson-Youngstrom, M., Shimada, S., & Apel, K. (2006) Early development of language by hand: Composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling, Developmental Neuropsychology, 29(1), 61–92. https://doi.org/10.1207/s15326942dn2901_5

Berninger, V., & Winn, W. (2006). Implications of advancements in brain research and technology for writing development, writing instruction, and educational evolution. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), The Handbook of Writing Research (pp. 96–114). New York: Guilford.
Bettelheim, B. (1987). The importance of play. The Atlantic, 259(3), 35–49.

Bigozzi, L. & Vettori, G. (2016). To tell a story, to write it: Developmental patterns of narrative skills from preschool to first grade. European Journal of Psychological Education, 31(4), 461–477. https://doi.org/10.1007/s10212-015-0273-6

Bingham, G. E., Quinn, M. F., & Gerde, H. K. (2017). Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills. Early Childhood Research Quarterly, 39, 35–46. http://dx.doi.org/10.1016/j.ecresq.2017.01.002

Bingham, G. E., Quinn, M. F., McRoy, K., Zhang, X., & Gerde, H. K. (2018). Integrating writing into the early childhood curriculum: A frame for intentional and meaningful writing experiences. Early Childhood Education Journal, 46(6), 601–611. https://doi.org/10.1007/s10643-018-0894-x

Bingham, G.E., Gerde, H.K., & Quinn, M. (2015). Children’s development of writing skills in early childhood: The impact of teacher scaffolding and environmental supports. In S. Martin-Chang (Chair), Children’s Emergent Literacy Interactions in Solitary, Sibling, and Adult-Guided Environments. Symposium conducted at the meeting of the Society for the Scientific Study of Reading, Koa, HI .

Bloodgood, J. W. (1999). What’s in a name? Children’s name writing and literacy acquisition. Reading Research Quarterly, 34(3), pp. 342–367. https://doi.org/10.1598/RRQ.34.3.5

Bodrova, E. (2008) Make‐believe play versus academic skills: A Vygotskian approach to today’s dilemma of early childhood education, European Early Childhood Education Research Journal, 16(3), 357–369. https://doi.org/10.1080/13502930802291777

Both-de Vries, A. C., & Bus, A. G. (2008). Name writing: A first step to phonetic writing? Literacy Teaching and Learning, 12(2), 37–55. https://www.researchgate.net/publication/285132650

Bourke, L. & Adams, A. (2010). Cognitive constraints and the early learning goals in writing. Journal of Research in Reading, 33(1), 94–110. https://doi.org/10.1111/j.1467-9817.2009.01434.x

Bowles, R.P., Pentimonti, J.M., Gerde, H.K., & Montroy, J.J. (2014). Item response analysis of uppercase and lowercase letter name knowledge. Journal of Psychoeducational Assessment, 32(2), 146–156. https://doi.org/10.1177/0734282913490266

Bowman, M., & Treiman, R. (2002). Relating print and speech: The effects of letter names and word position on reading and spelling performance. Journal of Experimental Child Psychology, 82(4), 305–340. https://doi-org/10.1016/S0022-0965(02)00101-7

Bus, A. G., Both-de Vries, A. C., de Jong, M. T., Sulzby, E., de Jong, W., & de Jong, E. (2001). Conceptualizations Underlying Emergent Readers’ Story Writing, (CIERA Report No. 2-015). Centre for the Improvement of Early Reading Achievement. https://files.eric.ed.gov/fulltext/ED458616.pdf

Byrnes-Cloet, H., & Hill, S. (2021) Writing playbooks with linguistically diverse young learners. The Reading Teacher, 75(4), 413–427. https://doi.org/10.1002/trtr.2056

Cabell, S. Q., Tortorelli, L. S., & Gerde, H. K. (2013). How do I write… ? Scaffolding preschoolers’ early writing skills. The Reading Teacher, 66(8), 650–659. https://doi.org/10.1002/trtr.1173

Cabell, S., Gerde, H., Hwang, H., Bowles, R., Skibbe, L., Piasta, S., & Justice, L. (2021). Rate of growth of preschool-age children’s oral language and decoding skills predicts beginning writing ability. Early Education and Development, 30(1). https://doi.org/10.1080/10409289.2021.1952390

Clay, M. M. (1975). What Did I Write? Beginning Writing Behaviour. Portsmouth, NH: Heinemann. https://eric.ed.gov/?id=ED264571

Coates, E. (2002). ‘I forgot the sky!’ Children’s stories contained within their drawings. International Journal of Early Years Education, 10(1), 21–35. https://doi.org/10.1080/09669760220114827

Coates, E., & Coates, A. (2016). The essential role of scribbling in the imaginative and cognitive development of young children. Journal of Early Childhood Literacy, 16, 60–83.

Copp, S. B., Cabell, S. Q., & Tortorelli, L. S. (2016). See, say, write: A writing routine for the preschool classroom. The Reading Teacher, 69(4), 447–451. https://doi.org/10.1002/trtr1419

Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8. Washington, DC: National Association for the Education of Young Children [NAEYC]

Dennis, L., & Votteler, N. (2013). Preschool teachers and children’s emergent writing: Supporting diverse learners. Early Childhood Education Journal, 41(6), 439–446. https://doi.org/10.1007/s10643- 012-0563-4

Diamond, K. E., Gerde, H. K., & Powell, D. R. (2008). Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children’s writing and understanding of letters. Early Childhood Research Quarterly, 23(4), 467–478. https://doi.org/10.1016/j.ecresq.2008.05.002

Drainville, R. & Charron, A. (2021) Évaluation de la qualité de l’environnement physique et psychologique au regard de l’émergence de l’écrit dans des classes d’éducation préscolaire. Canadian Journal of Education, 44(1), 174–202. https://doi.org/10.53967/cje-rce.v44i1.4533

Drouin, M., & Harmon, J. (2009). Name writing and letter knowledge in preschoolers: Incongruities in skills and the usefulness of name writing as a developmental indicator. Early Childhood Research Quarterly, 24(3), 263–270. https://doi.org/10.1016/j.ecresq.2009.05.001

Dunn, L. M., & Dunn, D. M. (2007). Peabody Picture Vocabulary Test-4 Fourth Edition (PPVT-4). Technical manual. Pearson.

Dyson, A. H. (2009). Writing in childhood worlds. In R. Beard, D. Myhil, J. Riely, & M. Nystrand (Eds.), The Sage Handbook of Writing Development (pp. 232–245). London, UK: Sage. https://doi.org/10.4135/9780857021069.n16

Dyson, A. (2013). The case of the missing childhoods: Methodological notes for composing children in writing studies. Written Communication, 30(1), 399–427. https ://doi.org/10.1177/0741088313496383.

Eckler, J.A., & Weininger, O. (1989). Structural parallels between pretend play and narratives. Developmental Psychology, 25(5), 736–743. https://doi.org/10.1037/0012-1649.25.5.736

Ehri, L. C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18(2), 116–125. https://doi.org/10.1111/j.1467-9817.1995.tb00077.x

Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential to learning to read words in English. In J. L. Metsala & L. C. Ehri (Eds.), Word Recognition in Beginning Literacy (pp. 3–40). Lawrence Erlbaum Associates Publishers.

Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. https://doi.org/10.1207/s1532799xssr0902_4

Ehri, L. C. (2022). What teachers need to know and do to teach letter-sounds, phonemic awareness, word reading, and phonics. The Reading Teacher, 76(1), 53–61. https://doi.org/10.1002/trtr.2095

Flower & Hayes (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://www.jstor.org/stable/356600

Frausel, R. R., Richland, L. E., Levine, S. C., & Goldin-Meadow, S. (2021). Personal narrative as a “breeding ground” for higher-order thinking talk in early parent-child interactions. Developmental Psychology, 57(4), 519–534. https://doi.org/10.1037/dev0001166

Gardner, H. (1980). Artful Scribbles: The Significance of Children’s Drawings. London: Jill Norman.

Gentry, J. R. (1982). An analysis of developmental spelling in “GNYS AT WRK”. The Reading Teacher, 36(2), 192–200. https://www.jstor.org/stable/20198182

Gentry, J.R. (2006). Breaking the Code: The New Science of Beginning Reading and Writing. Portsmouth, NH: Heinemann.

Gerde, H. K., Bingham, G. E., & Pendergast, M. (2015). Reliability and validity of the writing resources and interactions in teaching environments (WRITE) for preschool classrooms. Early Childhood Research Quarterly, 31, 34–46. http://dx.doi.org/10.1016/j.ecresq.2014.12.008

Gerde, H. K., Bingham, G. E., & Wasik, B. A. (2012). Writing in early childhood classrooms: Guidelines for best practice. Early Childhood Education Journal, 40(6), 351–359. https://doi.org/10.1007/s10643-012-0531-z

Gerde, H. K., Goetsch, M. E., & Bingham, G. E. (2016). Using print in the environment to promote early writing. The Reading Teacher, 70(3), 283–293. https://doi.org/10.1002/trtr.1508

Gerde, H. K., Skibbe, L. E., Wright, T. S., & Douglas, S. N. (2019). Evaluation of Head Start curricula for standards-based writing instruction. Early Childhood Education Journal, 47(1), 97–105. https://doi.org/10.1007/s10643-018-0906-x

Gerde, H., & Bingham, G. E. (2013, July). Examining young children’s early writing across two story writing tasks: Associations among language, composing, and early writing skills [Paper presentation]. Annual meeting of the Society for the Scientific Study of Reading, Hong Kong.

Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710–744. https://doi.org/10.17763/haer.81.4.t2k0m13756113566

Graves, D. H. (1983). Writing: Teachers and Children at Work. Exeter, N.H: Heinemann Educational Books.

Griffin, T. M., Hemphill, L., Camp, L., & Palmer, D. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24(2), 123–147. https://doi.org/10142723704042369

Guo, K., & Mackenzie, N. (2015). Signs and codes in early childhood: An investigation of young children’s creative approaches to communication. Australasian Journal of Early Childhood, 40(2), 78–87. 10.1177/183693911504000210

Hall, E. (2009) Mixed messages: the role and value of drawing in early education, International Journal of Early Years Education, 17(3), 179–190. https://doi.org/10.1080/09669760903424507

Hall, N. (1991). Play and the emergence of literacy. In J. Christie (Ed.), Play and Early Literacy Development (pp. 3–25). Albany, New York: State University of New York Press.

Hooper, S., Roberts, J. E., Nelson, L., Zeisel, S., & Fannin, D. K. (2010). Preschool predictors o narrative writing skills in elementary school children. School Psychology Quarterly, 25(1), 1–12. https://doi.org/10.1037/a0018329

Hyson, M. 2008. Enthusiastic and engaged learners: Approaches to learning in the early childhood classroom. New York: Teachers College Press.

Ihmeideh, F. (2015). The impact of dramatic play centre on promoting the development of children’s early writing skills. European Early Childhood Education Research Journal, 23(2), 250–263. https://doi.org/10.1080/1350293X.2014.970848

Invernizzi, M., Meier, J. D., Swank, L., & Juel, C. (1997). PALS: Phonological Awareness Literacy Screening. Charlottesville: University Printing Services.

Jensen, M. (1990). Functions of writing and signs of organization in young children’s written stories, inventories and personal correspondence. Early Child Development and Care, 56(1), 65–79. https://doi.org/10.1080/0300443900560107

Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243–255. https://doi.org/10.1037/0022-0663.78.4.243

Justice, L. M., Bowles, R., Pence, K., & Gosse, C. (2010). A scalable tool for assessing children’s language abilities within a narrative context: The NAP (Narrative Assessment Protocol). Early Childhood Research Quarterly, 25(2), 218–234. http://dx.doi.org/10.1016/j.ecresq.2009.11.002

Justice, L.M., Pence, K., Bowles, R.B., & Wiggins, A. (2006). An investigation of four hypothèses concerning the order by which 4-year-old children learn the alphabet letters. Early Childhood Research Quarterly, 21(3), 374–389. https://doi.org/10.1016/j.ecresq.2006.07.010

Kaderavek, J. N., Cabell, S. Q., & Justice, L. M. (2009). Early writing and spelling development. In P. M. Rhyner (Ed.), Emergent literacy and language development: Promoting learning in early childhood (pp. 104–152). New York: Guilford.

Kim, Y-S., & Schatschneider, C. (2017). Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). Journal of Educational Psychology, 109(1), 35–50. https://doi.org/10.1037/edu0000129

Kim, Y-S. (2020). Interactive Dynamic Literacy Model: An integrative theoretical framework for reading-writing relations. In R. A. Alves, T. Limpo, & R. M. Joshi (Eds.), Reading-Writing Connections: Towards Integrative Literacy Science (pp. 11–34). Springer International Publishing. https://doi.org/10.1007/978-3-030-38811-9_2

Kim, Y-S., Al Otaiba, S., Puranik, C., Sidler Folsom J., Greulich, L., & Wagner, R. K. (2011). Componential skills of beginning writing: An exploratory study. Learning and Individual Differences, 21(5) 517–525. https://doi.org/10.1016/j.lindif.2011.06.004

Kirby, M. S., Spencer, T. D., & Chen, Y. C. (2021) Oral narrative instruction improves kindergarten writing. Reading & Writing Quaterly, 37(6), 574–591. https://doi.org/10.1080/10573569.2021.1879696

Kissel, B. T. (2012). Beyond the page: Peers influence pre-kindergarten writing through image, movement, and talk. Childhood Education, 85(3), 160–166. https://doi.org/10.1080/00094056.2009.10521382

Kissel, B. T., & Miller, E. T. (2015). Reclaiming power in the writers’ workshop: Defending curricula, countering narratives, and changing identities in prekindergarten classrooms. The Reading Teacher, 69(1), 77–86. https://doi.org/10.1002/trtr.1379

Kissel, B., Hansen, J., Tower, H., & Lawrence, J. (2011). The influential interactions of prekindergarten writers. Journal of Early Childhood Literacy, 11(4), 425–452. https://doi.org/10.1177/1468798411416580

Levin, I., & Aram, D. (2005). Children’s names contribute to early literacy a linguistic and social perspective. In D. D. Ravid, H. B. Shyldkrot (Eds.), Perspectives on Language and Language Development. Springer, Boston, MA. https://doi.org/10.1007/1-4020-7911-7_17

Levin, I., Both-de Vries, A., Aram, D., Bus, A. (2005). Writing starts with own name writing: From scribbling to conventional spelling in Israeli and Dutch children. Applied Psycholinguistics, 26(3), 463–477. https://doi.org/ 10.1017/S0142716405050253

Levin, I., & Bus, A. G. (2003). How is emergent writing based on drawing? Analyses of children's products and their sorting by children and mothers. Developmental Psychology, 39(5), 891–905. https://doi.org/10.1037/0012-1649.39.5.891

Levy, E. T. (2003). The roots of coherence in discourse. Human Development, 46(4), 169–188. https://doi.org/10.1159/000070367

Lynch, J. S., van den Broek, P., Kremer, K. E., Kendeou, P., White, M. J., & Lorch, E. P. (2008). The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29(4), 327–365. https://doi.org/10.1080/02702710802165416

Mackenzie, N., & Veresov, N. (2013). How drawing can support writing acquisition: Text construction in early writing from a Vygotskian perspective. Australasian Journal of Early Childhood, 38(4), 22–29. https://doi.org/10.1177/183693911303800404

Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9(1), 111–151. https://doi.org/10.1016/0010-0285(77)90006-8

Martins, M. A., & Silva, C. (2006). The impact of invented spelling on phoneme awareness. Learning and Instruction, 16, 41–56. https://doi.org/10.1016/j.learninstruc.2005.12.005

Martins, M. A., Albuquerque, A., Salvador, L., & Silva, C. (2013). The impact of invented spelling on early spelling and reading. Journal of Writing Research, 5, 215–237. https://doi.org/10.17239/jowr-2013.05.02.3

Martins, M. A., Salvador, L., Albuquerque, A., & Silva, C. (2016). Invented spelling activities in small groups and early spelling and reading. Educational Psychology, 36, 738–752. https://doi.org/10.1080/01443410.2014.950947

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749. https://doi.org/10.1111/j.1467-8624.2008.01154.x

McCabe, A., & Bliss, L. S. (2003). Patterns of Narrative Discourse: A Multicultural Lifespan Approach. Boston: Allyn and Bacon.

McCabe, A., & Rollins, P. (1994). Assessment of preschool narrative skills: Prerequisite or literacy. American Journal of Speech-Language Pathology: A Journal of Clinical Practice, 3(1), 45–56. https://doi.org/10.1044/1058-0360.0301.45

McCutchen, D. (1996). A capacity theory of writing: Working memory in composition. Educational Psychology Review, 8(3), 299–325. https://doi.org/10.1007/BF01464076

McCutchen, D. (2006). Cognitive factors in the development of children’s writing. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 115–130). New York: Guilford.

McGee, L.M., & Schickedanz, J.A. (2007). Repeated interactive read-aloud in preschool and kindergarten. The Reading Teacher, 60(8), 742–751. https://doi.org/10.1598/RT.60.8.4

Moats, L. C. (2010). Speech to Print: Language Essentials for Teachers. Baltimore: Paul H. Brookes Pub.

Myhill, D., & Jones, S. (2009). How talk becomes text: Investigating the concept of oral rehearsal in early years’ classrooms. British Journal of Educational Studies, 57(3), 265–284. https://doi.org/10. 1111/j.1467-8527.2009.00438.x

Neuman, S., Copple, C., & Bredekamp, S. (2000). Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Washington, DC: National Association for the Education of Young Children.

Neuman, S., Roskos, K., Wright, T., & Lenhart, L. (2007). Nurturing Knowledge: Building a Foundation for School Success by Linking Early Literacy to Math, Science, Art, and Social Studies. New York, NY: Scholastic.

Nicolopoulou, A. (2005). Play and narrative in the process of development: Commonalities, differences, and interrelations. Cognitive Development, 20(4), 495–502. https://doi.org/10.1016/j.cogdev.2005.09.001

Nicolopoulou, A., & Ilgaz, H. (2013). What do we know about pretend play and narrative development? A response to Lillard, Lerner, Hopkins, Dore, Smith, and Palmquist on “The impact of pretend play on children’s development: A review of the evidence.” American Journal of Play, 6(1), 55–81. https://www.researchgate.net/publication/263806443

Otake, S., Treiman, R., & Yin, L. (2017). Differentiation of writing and drawing by US two-to five-year-olds. Cognitive Development, 43, 119–128. http://dx.doi.org/10.1016/j.cogdev.2017.03.004

Otake, S., Treiman, R., & Yin, L. (2018). Preschoolers’ knowledge about language-specific properties of writing. British Journal of Developmental Psychology, 36(4), 667–672. http://doi.org/10.1111/bjdp.12240

Ouellette, G., & Sénéchal, M. (2008). Pathways to literacy: A study of invented spelling and its role in learning to read. Child Development, 79(4), 899–913. https://doi.org/10.1111/j.1467-8624.2008.01166.x

Ouellette, G., Sénéchal, M., & Haley, A. (2013). Guiding children’s invented spellings: A gateway into literacy learning. Journal of Experimental Education, 81, 261–279. http://dx.doi.org/10.1080/00220973.2012.699903

Paris, A., & Paris, S. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38, 36–76. http://dx.doi.org/10.1598/RRQ.38.1.3

Pellegrini, A. D., & Galda, L. (1993). Ten years after: A re-examination of symbolic play and literacy research. Reading Research Quarterly, 28(2), 163–175. https://doi.org/10.2307/747887

Pellegrini, A.D. (1984). The effect of dramatic play on children’s generation of cohesive text. Discourse Processes, 7(1), 57–67. https://doi.org/10.1080/01638 53840 9544581

Perruchet, P., & Pacton, S. (2006). Implicit learning and statistical learning: One phenomenon, two approaches. Trends in Cognitive Sciences, 10(5), 233–238. https://doi.org/10.1016/j.tics.2006.03.006.

Pesco, D., & Devlin, C. (2014). The effects of explicit instruction on French-speaking kindergarteners’ understanding of stories. Child Language Teaching and Therapy, 31(2), 195–206. https://doi.org/10.1177/0265659014548518

Pesco, D., & Gagné, A. (2017). Scaffolding narrative skills: A meta-analysis of instruction in early childhood settings, Early Education and Development, 28(7), 773–793. https://doi.org/10.1080/10409289.2015.1060800

Peterson, C., & McCabe, A. (1994). A social interactionist account of developing decontextualized narrative skill. Developmental Psychology, 30(6), 937–948. https://doi.org/10.1037/0012-1649.30.6.937

Piasta, S. B., Petscher, Y., & Justice, L. M. (2012). How many letters should preschoolers in public programs know? The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement. Journal of Educational Psychology, 104(4), 954–958. https://doi.org/10.1037/a0027757

Pinto, G., Tarchi, C., & Bigozzi, L. (2015). The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure. British Journal of Educational Psychology, 85(4), 551–569. https://doi.org /10.1111/bjep.12091

Pinto, G., Tarchi, C., & Bigozzi, L. (2016). Development in narrative competences from oral to written stories in five- to seven-year-old children. Early Childhood Research Quarterly, 36(3), 1–10. https://doi.org/10.1016/j.ecresq.2015.12.001

Pollo, T., Kessler, B., & Treiman, R. (2009). Statistical patterns in children’s early writing. Journal of Experimental Child Psychology, 104(4), 410–426. https://doi.org/10.1016/j.jecp.2009.07.003

Pulido, L., & Morin, M.-F. (2018). Invented spelling: What is the best way to improve literacy skills in kindergarten? Educational Psychology, 38(8), 980–996. https://doi.org/10.1080/01443410.2017.1414155

Puranik, C. S., & Lonigan, C. J. (2011). From scribbles to scrabble: Preschool children’s developing knowledge of written language. Reading and Writing: An Interdisciplinary Journal, 24(5), 567–589. https://doi.org/10.1007/s11145-009-9220-8

Puranik, C. S., & Lonigan, C. J. (2014) Emergent writing in preschoolers: Preliminary evidence for a theoretical framework. Reading Research Quarterly, 49(4), 453–467. https://doi.org/10.1002/rrq.79

Puranik, C. S., Lonigan, C. J., & Kim, Y-S. (2011). Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children. Early Childhood Research Quarterly, 26(4), 465–474. https://doi.org/10.1016/j.ecresq.2011.03.002

Puranik, C.S., & AlOtaiba, S. (2012). Examining the contribution of handwriting and spelling to written expression in kindergarten children. Reading and Writing, 25(7), 1523–1546. https://doi.org/10.1007/s11145-011-9331-x

Quinn, M. F., Bingham, G. E. (2019). The nature and measurement of children’s early composing. Reading Research Quarterly, 54(2). 213–235 https://doi.org/10.1002/rrq.232

Quinn, M. F., Bingham, G. E. (2022). Examining early composing: Children’s differential writing performance based on task context and scoring conceptualization. Early Education and Development, 33(1), 139–163. https://doi.org/10.1080/10409289.2020.1857167

Quinn, M. F., Bingham, G. E., & Gerde, H. K. (2021) Who writes what when?: Examining children’s early composing. Reading and Writing, 34(1), 79–107 https://doi.org/10.1007/s11145-020-10063-z

Quinn, M. F., Gerde, H. K., & Bingham, G. E. (2016). Help me where I am: Scaffolding writing in preschool classrooms. The Reading Teacher, 70(3), 353–357. https://doi.org/10.1002/trtr.1512

Rand, M., & Mandel, L. (2021). The contribution of play experiences in early literacy: Expanding the science of reading [Special Issue]. Reading Research Quarterly, 56(1), 1–10. https://doi.org/10.1002/rrq.383

Read, C. (1975). Children’s categorization of speech sounds in English. (Research Report No. 17). National Council of Teachers of English: Urbana, IL. https://eric.ed.gov/?id=ED112426

Reese, E. (1995). Predicting children's literacy from mother-child conversations. Cognitive Development, 10(3), 381–405. https://doi.org/10.1016/0885-2014(95)90003-9

Rohloff, R., Tortorelli, L., Gerde, H. K., & Bingham, G. E. (2023). Teaching early writing: Supporting early writers from preschool to elementary school. Early Childhood Education Journal, 51, 1227–1239. https://doi.org/10.1007/s10643-022-01365-8

Roskos, K., & Neuman, S. B. (2011). The classroom environment. The Reading Teacher, 65(2), 110–114. https://doi.org/10.1002/TRTR.01021

Rowe, D. W., & Neitzel, C. (2010). Interest and agency in 2- and 3-year-olds’ participation in emergent writing. Reading Research Quarterly, 45(2), 169–195. https://doi.org/10.1598/RRQ.45.2.2

Rowe, D. W., Shimizu, A. Y., & Davis, Z. G. (2021). Essential practices for engaging young children as writers: Lessons from expert early writing teachers. The Reading Teacher, 75(4), 485–494. https://doi.org/10.1002/trtr.2066

Rowe, D.W. (2018a). Research & policy: The unrealized promise of emergent writing: Reimagining the way forward for early writing instruction. Language Arts, 95(4), 229–241. https://www.jstor.org/stable/44809962

Rowe, D.W. (2018b). Pointing with a pen: The role of gesture in early childhood writing. Reading Research Quarterly, 54(1), 13–39. https://doi.org/10.1002/rrq.215

Rowe, D.W., & Wilson, S.J. (2015). The development of a descriptive measure of early childhood writing: Results from the Write Start! Writing Assessment. Journal of Literacy Research, 47(2), 245–292. https://doi.org/10.1177/1086296X15619723

Rubin, K.H. (1982). Early play theories revisited: Contributions to contemporary research and theory. In D. J. Pepler & K. H. Rubin (Eds.), The Play of Children: Current Theory and Research (pp. 4–14). Basel, Switzerland: Karger

Sénéchal, M., Ouellette, G., & Nguyen, L. (2024). Invented spelling: An integrative review of descriptive, correlational, and causal evidence. In S. Q. Cabell, S. B. Neuman, N. Patton (Eds.), Handbook on the Science of Early Literacy. New York: Guilford Press.

Shanahan, T. (2006). Relations among oral language, reading and writing development. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 171–183). New York: Guildford Press.

Silva, C., & Almeida, T. (2015). Invented spelling training programs: Comparing knowledge-transmission model and the constructivist model of learning. Psicologia: Reflexão e Crítica, 28(3), 613–622. doi:10.1590/1678-7153.201528320

Smith, K. (2021). The Playful Writing Project: Exploring the synergy between young children’s play and writing with Reception class teachers. Literacy, 55(3). https://doi.org/10.1111/lit.12256

Snow, C. E. (1983). Literacy and language: Relationships during the preschool years, Harvard Educational Review, 53(2), 165–189. https://doi.org/10.17763/haer.53.2.t6177w39817w-2861

Spencer, T. D., & Petersen, D. B. (2018). Bridging oral and written language: An oral narrative language intervention study with writing outcomes. Language, Speech, and Hearing Services in Schools, 49(3), 569–581. https://doi.org/10.1044/2018_LSHSS-17-0030

Spencer, T. D., & Petersen, D. B. (2020). Narrative intervention: Principles to practice. Language Speech and Hearing Services in Schools, 51(4), 1081–1096, https://doi.org/10.1044/2020_LSHSS-20-00015

Stadler, M.A., Ward, G.C. (2005). Supporting the narrative development of young children. Early Childhood Education Journal, 33(2), 73–80. https://doi.org/10.1007/s10643-005-0024-4

Statistics Canada (2024). Data. Income of Individuals by Age Group, Sex and Income Source, Canada, Provinces, and Selected Census Metropolitan Areas [table no. 11-10-0239-01]. Ottawa. Released April 26, 2024. https://doi.org/10.25318/1110023901-eng

Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing: Vol. 2. Advances in discourse processes (pp. 53–120). Erlbaum

Sulzby, E., Barnhart, J., & Hieshima, J. (1989). Forms of writing and rereading from writing: A preliminary report. Center for the Study of Reading.

Tangel, D. M., & Blachman, B. A. (1992). Effect of phoneme awareness instruction on kindergarten children’s invented spelling. Journal of Reading Behavior, 24, 233–261.

Teale, W. H., & Sulzby, E. (1986). Introduction: Emergent literacy as a perspective for examining how young children become writers and readers. In W. H. Teale & E. Sulzby (Eds.), Emergent Literacy: Writing and Reading (pp. 8–25). Ablex Publishing

Thomas, L. J., Gerde, H. K., Piasta, S. B., Logan, J. A., Bailet, L. L., & Zettler-Greeley, C. M. (2020). The early writing skills of children identified as at-risk for literacy difficulties. Early Childhood Research Quarterly, 51(2), 392–402. https://doi.org/10.1016/j.ecresq.2020.01.003

Tortorelli, L. S., Bowles, R. P., Skibbe, L. E. (2017). Easy as AcHGzrjq: The quick letter name knowledge assessment. The Reading Teacher, 71(2), 145–156.

Treiman, R. (2017). Learning to spell words: Findings, theories, and issues, Scientific Studies of Reading, 21(4), 265–276, https://doi.org/10.1080/10888438.2017.1296449

Treiman, R., Kessler, B., & Pollo, T. (2022). Pre-phonological spelling and its connections with later word reading and spelling performance. Journal of Experimental Child Psychology, 218, 105–359. https://doi.org/10.1016/j.jecp.2021.105359

Treiman, R., Kessler, B., Decker, K., & Pollo, T. C. (2016). How do pre-phonological writers link written words to their objects? Cognitive Development, 38, 89–98. http://dx.doi.org/10.1016/j.cogdev.2016.02.002

Treiman, R., Tincoff, R., & Richmond-Welty, E. D. (1996). Letter names help children to connect print and speech. Developmental Psychology, 32(3), 505–514. https://doi.org/10.1037/0012-1649.32.3.505

Villaume, S., & Wilson, L. (1989). Preschool children's explorations of letters in their own names. Applied Psycholinguistics, 10(3), 283–300. https://doi.org/10.1017/S0142716400008638

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press

Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.

Wagner, R., Torgesen, J., Rashotte, C., Pearson, N. (2013) Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2). Examiner’s Manual. Pearson

Welsch, J. G., Sullivan, A., & Justice, L. M. (2003). That’s my letter!: What preschoolers’ name writing representations tell us about emergent literacy knowledge. Journal of Literacy Research, 35(2), 757–776. https://doi.org/10.1207/s15548430jlr3502_4

Wheatley, B.C., Gerde, H.K., & Cabell, S.Q. (2016). Integrating early writing into science instruction in preschool. The Reading Teacher, 70(1), 83–92. https://doi.org/10.1002/trtr.1470

Willems, M. (2003). Don’t Let the Pigeon Drive the Bus! Disney-Hyperion

Williamson, P.A., & Silvern, S.B. (1992). “You can’t be grandma; you’re a boy”: Events within the thematic fantasy play context that contribute to story comprehension. Early Childhood Research Quarterly, 7(1), 75–93. https://doi.org/10.1016/0885-2006(92)90020-Y
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Research related to the current document (at the CORE website)
- Research related to the current document (at the CORE website)
Back to top Back to top