The product of a study documenting the classroom writing behavior of three kindergarten and three second grade students, this research report focuses on the kindergarten data. Following an introductory chapter describing the theoretical assumptions underlying the project, the research questions posed, and the provisions made to insure reliable and valid data, chapter two cites related research on early literacy, describes the present study, and presents a case study of a male student. Chapter three offers case studies of two female students. Both chapters two and three contain descriptions of student writing tasks, copying and free writing skills, and school success and chapter four details three children's behavior while copying words. Chapter five records the study's findings, which include the following: (1) written language is a system the children reconstruct as they interact with the environment, (2) children look for patterns in the construction of writing tasks, (3) the decontextualized nature of written language poses a significant problem for the children, (4) separating meaning from encoding in writing instruction does not help students learn how graphics and intentions are connected, and (5) personal interactions during writing affect writing strategies and outcomes. In addition, the report suggests the need to adapt school tasks to individual needs. Appendixes include observation sheets and recorded data. (MM)