Child Care and Early Education Research Connections

Skip to main content

Classroom writing environments and children's early writing skills: An observational study in Head Start classrooms

Share
Description:
This study examined the classroom writing environment in 31 Head Start classrooms, and explored the relations between the writing environment, children's (N = 262) name-writing, and children's letter knowledge using pathway analysis. Our analyses showed that Head Start classrooms provided opportunities (i.e., writing materials and teachers' facilitation) for children to develop early writing skills, though many classrooms lacked writing props (e.g., letter and word cards) for guiding children's writing attempts. Teacher-child writing interactions occurred at a low frequency. The writing environment had a direct association with children's name-writing skill, and children's name-writing skill was positively related to their letter knowledge. Further discussion of the findings and future directions for research are presented. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms

Reports & Papers

Effects of the writing center in a kindergarten classroom

Reports & Papers

Do children learn letter writing from their names?: Examining the relations between Head Start children's writing skills and name-specific letter knowledge

Reports & Papers
Release: 'v1.21.0' | Built: 2022-11-18 17:25:04 EST