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ETD Abstract Container

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The Impact of Collaborative Talk During Writing Events In a First Grade Classroom: A Qualitative Case Study

Kaiser, Brigette A
http://rave.ohiolink.edu/etdc/view?acc_num=akron1404210562

Abstract Details

2014, Doctor of Philosophy, University of Akron, Elementary Education-Literacy.
The purpose of this qualitative case study research was to investigate the oral language of early language learners as they participate in “collaborative talk” experiences (Wells & Wells, 1996) during journal writing experiences in a first grade classroom. Specifically, this study analyzed the conversations of young learners, with particular attention given to the questions they pose and answer as they use oral language during the composition process. Participants included three students whose literacy development was at, above, or below district achievement levels for first grade. Three research questions guided data collection and analysis: 1) What patterns, if any, emerge in the collaborative conversations (Wells & Wells, 1996) of first grade students during their construction of an journal writing entry; 2) What patterns, if any, emerge in the questions these students generate and/or respond to during their construction of an journal writing entry and; 3) What patterns, if any, emerge in the student's journal writing which gives evidence of their questions and/or participation in these conversations? Data were analyzed using the constant comparative method (Merriam, 2009) with the goal of developing emergent core categories ground in the data. Data analysis revealed that most of the oral language students used was in the form of utterances that were either generic comments or self-talk through which they constructed meaning. Students also asked questions of others, although most of their questions focused on the mechanics of writing. When responding to others, participants primarily offered either direct support or prompts to further peers’ thinking. Ultimately, the study found that although all of the participants engaged in collaborative conversations with their peers and the teacher, meaningful self-talk had the greatest impact on their writing. Furthermore, the complexity and quality of the meaningful self-talk which was produced varied according to the participants’ developmental levels. An ancillary finding of this study concerns the critical role of the teacher in collaborative conversations. Her view of how to support writing development and her participation in collaborative conversations with her students were heavily influenced by her perception of their developmental levels.
Evangeline Newton, Dr. (Advisor)
Ruth Oswald, Dr. (Committee Member)
Harold Foster, Dr. (Committee Member)
Nidaa Makki, Dr. (Committee Member)
Cynthia Reynolds, Dr. (Committee Member)
157 p.
Early Childhood Education; Elementary Education; Linguistics
collaborative talk; literacy development; emergent writers; psycholinguistics; writing development; language processes; meaningful self-talk; language experimentation; early writing experiences

Recommended Citations

Citations

  • Kaiser, B. A. (2014). The Impact of Collaborative Talk During Writing Events In a First Grade Classroom: A Qualitative Case Study [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1404210562

    APA Style (7th edition)

  • Kaiser, Brigette. The Impact of Collaborative Talk During Writing Events In a First Grade Classroom: A Qualitative Case Study. 2014. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1404210562.

    MLA Style (8th edition)

  • Kaiser, Brigette. "The Impact of Collaborative Talk During Writing Events In a First Grade Classroom: A Qualitative Case Study." Doctoral dissertation, University of Akron, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1404210562

    Chicago Manual of Style (17th edition)

akron1404210562
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This open access ETD is published by University of Akron and OhioLINK.