Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


3263.pdf (833.1 KB)

ETD Abstract Container

Abstract Header

Factors Related to Early Writing Development

Centeno, Maria A
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367944599

Abstract Details

2013, PhD, University of Cincinnati, Allied Health Sciences: Communication Sciences and Disorders.
Purpose: The purpose was to determine preschool children's changes in name writing and to examine the talk and interactions that children engaged in while writing during a six-week language and literacy program. Method: Subjects were twelve preschool children, ages three to five, who participated in a summer Language and Literacy Enrichment Group which included daily name writing and journal writing opportunities. Children's name writing samples were collected during the daily routine in the classroom. Name writing scores from the first day were compared with scores on the last day of the summer program. Name writing skill was assessed using a name writing scale. Samples were examined to determine whether children who participated in the program exhibited changes in name writing skill when they participated in daily sign in. Each child's utterance during journal writing was transcribed and coded for participant's interactions and purpose. Children's written products from the initial journal completed the first day and the final journal completed the last day of the program were analyzed to identify changes. Results: A paired t-test revealed significant changes in children's name writing scores from the first to the last day of the program. Changes included increase in number of marks and letters. The largest number of child to adult interactions during writing involved the children commenting about their writing or requesting help. Conclusions: Results suggest that children who participated in a language and literacy preschool program that included daily opportunities for emergent writing activities such as name writing exhibited growth in their name writing skills. Adults and speech language pathologists have an important role in creating classrooms environments that facilitates emergent writing. The importance of adults' role in providing children opportunities, encouragement and motivation is indicated.
Nancy Creaghead, Ph.D. (Committee Chair)
Jo-Anne Prendeville, Ed.D. (Committee Member)
Allison Smith, Ph.D. (Committee Member)
108 p.
Speech Therapy
emergent writing; early literacy; speech-language pathologist; name writing; journal writing;

Recommended Citations

Citations

  • Centeno, M. A. (2013). Factors Related to Early Writing Development [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367944599

    APA Style (7th edition)

  • Centeno, Maria. Factors Related to Early Writing Development. 2013. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367944599.

    MLA Style (8th edition)

  • Centeno, Maria. "Factors Related to Early Writing Development." Doctoral dissertation, University of Cincinnati, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367944599

    Chicago Manual of Style (17th edition)

ucin1367944599
718
© , all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.