Instructing preschool writers : interactive writing and the writing workshop

Cardinal Scholar

Show simple item record

dc.contributor.advisor Stefanski, Angela Zurcher, Melinda 2018-12-06T19:09:47Z 2018-12-06T19:09:47Z 2018-12-15
dc.description Access to thesis permanently restricted to Ball State community only. en_US
dc.description.abstract Preschool children hold immense writing potential that is rarely realized in traditional classrooms. This mixed-methods, quasi-experimental study focused on how best to teach these emergent writers. By comparing the effects of interactive writing, writing workshop, and traditional instruction, the study provided a clearer picture of how these instructional approaches influence students’ writing achievement and processes. The quantitative results of the study pointed to the effectiveness of both writing workshop and interactive writing for improving students’ foundational writing skills. The qualitative results supported these findings and highlighted how students differed in the extent they identified as authors and played in their writing. Based on these findings, both writing workshop and interactive writing might be effectively applied in preschool classrooms by empowering emergent writers and providing opportunities to write. en_US
dc.description.sponsorship Department of Elementary Education
dc.subject.lcsh English language -- Composition and exercises -- Study and teaching (Preschool)
dc.title Instructing preschool writers : interactive writing and the writing workshop en_US Thesis (Ph. D.) en_US

Files in this item

This item appears in the following Collection(s)

  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


My Account