ERIC Number: EJ728763
Record Type: Journal
Publication Date: 2005-Feb
Pages: 38
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0034-527X
EISSN: N/A
The Impact of Word Study Instruction on Kindergarten Children's Journal Writing
Williams, Cheri; Hufnagel, Krissy
Research in the Teaching of English, v39 n3 p233-270 Feb 2005
The research reported here examined word study as an approach to spelling instruction. In particular, the researchers investigated kindergarten children's transfer of specific words, word knowledge, concepts about print, and strategies for spelling unknown words to their self-selected journal writing. Results of the study indicated that the classroom teacher taught the children a wide range of fundamental concepts and strategies, and all of the focal students transferred word study instruction to their independent writing. The teacher's whole-group approach, however, did not meet the instructional needs of the children with the highest or the lowest literacy knowledge and ability. Findings suggest that small-group, instructional-level word study instruction may be necessary for optimum results, even in the kindergarten setting.
Descriptors: Kindergarten, Fundamental Concepts, Spelling Instruction, Group Instruction, Journal Writing, Reading Instruction, Word Study Skills, Young Children, Teaching Methods, Learning Strategies
National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 81801-1096. Tel: 217-328-3870; Tel: 877-369-6283 (Toll Free); Fax: 217-328-9645; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A