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Investigating Early Writing Through Two Frameworks: Quantitative Intervention Research and Qualitative Cultural-Historical Analysis

Hobek, Amy
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397233019

Abstract Details

2014, PhD, University of Cincinnati, Allied Health Sciences: Communication Sciences and Disorders.
The effect of a process approach to early writing in which children created storybooks through drawing, writing and narration was investigated. A 5-month collaborative, classroom-based intervention with nine African American children in an urban Head Start classroom was implemented. Two analyses were conducted. The first investigated pre- and post-intervention differences using measures for early writing forms and spoken narrative development (macrostructure and microstructure). The results indicated a significant difference between pre- and post-intervention measures for macrostructure development. Clinically significant gains ranging from small to large effects were found within all measures. Results suggest that a process approach through storybook writing led to gains in early writing and narrative development. The second was a qualitative, sociocultural analysis, using cultural-historical theories of learning to reconceptualize early literacy development. This analysis examined literacy practices, what counted as literacy development, and redefined development as transformation through participation within this intervention setting. Video and audio recordings, interviews, and writing artifacts were re-examined from the original study. The results of this qualitative, classroom case study analysis illustrate how specific ideology and research frameworks that propose a one-size-fits-all approach to literacy and development conflicted with and constrained the varied paths of diverse learners. This analysis challenged ideologies of individuality, notions of universality, and a “fix-it” mentality of the intervention that unknowingly perpetuated deficit views of young, diverse children and may further contribute to the homogenization and standardization of early literacy programs and early childhood classroom practices.
Nancy Creaghead, Ph.D. (Committee Chair)
Jory Brass, Ph.D. (Committee Member)
Jo-Anne Prendeville, Ed.D. (Committee Member)
Cheri Williams, Ph.D. (Committee Member)
157 p.
Preschool Education
early writing; early literacy; process writing; preschool; cultural-historical; development as participation

Recommended Citations

Citations

  • Hobek, A. (2014). Investigating Early Writing Through Two Frameworks: Quantitative Intervention Research and Qualitative Cultural-Historical Analysis [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397233019

    APA Style (7th edition)

  • Hobek, Amy. Investigating Early Writing Through Two Frameworks: Quantitative Intervention Research and Qualitative Cultural-Historical Analysis. 2014. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397233019.

    MLA Style (8th edition)

  • Hobek, Amy. "Investigating Early Writing Through Two Frameworks: Quantitative Intervention Research and Qualitative Cultural-Historical Analysis." Doctoral dissertation, University of Cincinnati, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397233019

    Chicago Manual of Style (17th edition)

ucin1397233019
389
© 2014, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.