|
Date
|
|
1999
|
|
|
|
Source Title
|
|
Literacy Teaching and Learning
|
|
|
|
Source Volume
|
|
4
|
|
|
|
Source Issue
|
|
1
|
|
|
|
ISSN
|
|
1538-4209
|
|
|
|
Document Language
|
|
English
|
|
|
|
Document Type(s)
|
Journal Articles
Reports--Research/Technical
|
|
|
| Library Link | | |
|
|
|
|
Abstract
|
|
Early writing experiences provide children with instances in which
they may learn the processes and concepts involved in getting meaningful
messages into print. This study examined the opportunities low progress
first-grade children had in learning to use strategies while writing
a brief message in daily interaction with a Reading Recovery
teacher. Specifically, three strategies for writing words were investigated:
(a) writing known words, (b) analyzing new words by hearing and
recording sounds in words, and (c) analyzing new words through analogy
with known words. Eighty-two Reading Recovery children from
eight states were the subjects for this study. Data were collected from
the children’s writing books, writing vocabulary charts, records of text
reading, and the teachers’daily lesson records. Analyses demonstrated
that low-progress children acquire a considerable amount of knowledge
about words, about letters/letter clusters and their sounds, and about the
orthography of the language in a relatively short period of time.
Limitations and implications of this study are discussed. (Author Abstract)
|
|
|
|
ERIC Descriptors
|
|
Beginning Writinq; Phoneme Grapheme Correspondence; Grade 1; At Risk Persons; Individual Differences; Spelling; Writing Skills; Writing Strategies; Writing Instruction; Vocabularly Development
|
|
|
|
Other
Descriptors
|
|
Reading Recovery Programs; Early Writing; Phonological Awareness
|
|
|
|
Categories
|
| Early Intervention >> Reading Recovery | | Writing >> Beginning | | At Risk Students >> Low Achievers |
|
|
|
|
Target Audience(s)
|
Researchers
Practitioners--Teachers
|
|
|
|
Document Notes
|
|
Also published in Forbes and Briggs (Eds.), Research in Reading Recovery, Volume 2 (Heinemann, 2003).
|
|
|
|
