Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms
Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms
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DOI：
10.1007/s11145-013-9441-8
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发表时间：
2014-02-01
影响因子：
2.5
通讯作者：
Greulich, Luana
中科院分区：
文献类型：
--
作者：
Puranik, Cynthia S.;Al Otaiba, Stephanie;Greulich, Luana
这项探索性调查的目的是检查幼儿园课堂写作教学的性质，并描述学生在学年结束时的写作成果。这项研究的参与者包括来自9所学校的21名教师和238名幼儿园儿童。课堂教师在秋季和冬季的90分钟的教学块阅读和语言艺术，检查时间分配和类型的写作教学实践发生在幼儿园教室录像。写作课堂观察分为学生实践变量（观察学生练习写作或独立写作的活动）和教师指导变量（观察教师提供直接写作指导的活动）。此外，参与者还完成了书写流畅性，拼写和写作任务。在课堂上发生的写作教学量，幼儿园教师花在写作上的时间量和学生花在写作上的时间量观察到很大的变化。在学校内部和学校之间的课堂实践中也观察到了显著的变化，这一事实反映在学生写作表现的巨大变化中。
The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 min instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.