Date of Award:

8-2023

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Kathleen A. J. Mohr

Committee

Kathleen A. J. Mohr

Committee

Marla Robertson

Committee

Kristin Searle

Committee

Sylvia Read

Committee

Amanda Deliman

Abstract

Early literacy learning is crucial for later success in reading and writing. We have a limited understanding of generative writing (i.e., expressing ideas in writing) in first grade and further research is warranted. The socially situated nature of writing justifies a study of student agency during writing.

In this study, data were collected before, during, and after 10 writing sessions in a first-grade classroom. Students took a pre- and post-survey that revealed their self-perceptions of their agency and confidence as literacy learners. The participating teacher was interviewed three times and the teacher’s talk was recorded during all 45- to 60- minute writing sessions. Pictures and observational notes of students’ writing and actions were taken during the writing sessions. Data were analyzed through the calculation of students’ survey scores and frequency counts of teacher discourse. In addition, multiple read-throughs of the data sources led to the development of several descriptive categories and the identification of key themes.

Results showed that opportunities for students to choose and exercise agency arose when the teacher asked open-ended questions and gave encouragement to students that prompted them to act. When students’ made choices about what and how they wrote, they seemed empowered and to grow as individual writers.

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