Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students' Reading Skills

Authors

Cindy D'On Jones, Utah State UniversityFollow
D. Ray Reutzel, Utah State University
Jamison D. Fargo, Utah State UniversityFollow

Document Type

Article

Journal/Book Title/Conference

Journal of Educational Research

Volume

103

Issue

5

Publisher

Routledge

Publication Date

8-8-2010

First Page

327

Last Page

341

Abstract

This experimental study directly compared the effects of two prevalent forms of classroom writing instruction, interactive writing and writing workshop, on kindergarten students' acquisition of early reading skills. Repeated measures data was collected at four points over 16 weeks to monitor growth of 151 kindergarten students in phonological awareness, alphabet knowledge, and word reading. Results of this study showed students in both the interactive writing group and the writing workshop group demonstrated significant growth over time for each of the three outcome measures, with no statistically significant difference between groups for any of the outcome measures at any of the time points. This study provides evidence that, when consistently implemented during the first 16 weeks of kindergarten, interactive writing and writing workshop are equally effective in promoting acquisition of early reading skills.

Comments

Originally published by Taylor & Francis (Routledge). Publisher's PDF and HTML fulltext available through remote link.

Recommended Citation

Jones CD, Reutzel DR, Fargo JD. Effects of the reading-writing relationship on Kindergarten students acquisition of beginning reading skills. Journal of Educational Research. Accepted 2009, Jun.