Katie Schrodt
Biographic Data
| ID | 6559901 |
|---|---|
| NAME | Katie Schrodt |
| GIVEN NAMES | Katie |
| FAMILY NAME | Schrodt |
| SIGNATURE | SCHRODT K |
| AFFILIATIONS | Middle Tennessee State University |
| ORCID | 0000-0001-9635-7714 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Foundations for writing
Storytelling is foundational to early language development and linked to later reading and writing achievement. Strong narrative abilities in preschool are associated with improved writing outcomes. We conducted an ancillary study to a pretest-posttest evaluation of the impact of read alouds of high-quality children’s picture books followed by direct instruction in illustration design and story grammar on students’ early reading skills. In the pr…
Feasibility of an online module to prepare pre-service teachers to serve students with dyslexia
The Effects of Invented Spelling Instruction on Literacy Achievement and Writing Motivation
Early writing performance strongly predicts long-term literacy performance. It follows that early underachievement in writing is highly correlated with early underachievement in reading. One strategy teachers and students can use to approach writing in the kindergarten classroom is invented spelling. Invented spelling is children’s spontaneous or self-directed attempts to represent words in print by matching sounds to known letters or phonics pat…
Service, suffering, and silence
The authors utilize a duoethnographic approach to interrogate their positionality within a co-caring community of elementary school educators who participated in a week-long writers' workshop as part of their professional development. The teachers worked in a rural elementary school in the American South that served students who represent multiple/intersectional marginalized identities. A self-reflexive inquiry led to connections between the gend…
Chapter 9
Context Writing is an agentive act. Despite drastic improvements over the past few decades in writing instruction and the push for sharing with authentic audiences, the majority of writing students do is still for the teacher. These practices are at odds with those who advocate for classrooms that are culturally relevant, culturally responsive, and culturally sustaining. When students write for the sole purpose of “doing school,” they are denied …
No prominent works on this page.
Chapter 9
Context Writing is an agentive act. Despite drastic improvements over the past few decades in writing instruction and the push for sharing with authentic audiences, the majority of writing students do is still for the teacher. These practices are at odds with those who advocate for classrooms that are culturally relevant, culturally responsive, and culturally sustaining. When students write for the sole purpose of “doing school,” they are denied …
Service, suffering, and silence
The authors utilize a duoethnographic approach to interrogate their positionality within a co-caring community of elementary school educators who participated in a week-long writers' workshop as part of their professional development. The teachers worked in a rural elementary school in the American South that served students who represent multiple/intersectional marginalized identities. A self-reflexive inquiry led to connections between the gend…
The Effects of Invented Spelling Instruction on Literacy Achievement and Writing Motivation
Early writing performance strongly predicts long-term literacy performance. It follows that early underachievement in writing is highly correlated with early underachievement in reading. One strategy teachers and students can use to approach writing in the kindergarten classroom is invented spelling. Invented spelling is children’s spontaneous or self-directed attempts to represent words in print by matching sounds to known letters or phonics pat…
Feasibility of an online module to prepare pre-service teachers to serve students with dyslexia
Foundations for writing
Storytelling is foundational to early language development and linked to later reading and writing achievement. Strong narrative abilities in preschool are associated with improved writing outcomes. We conducted an ancillary study to a pretest-posttest evaluation of the impact of read alouds of high-quality children’s picture books followed by direct instruction in illustration design and story grammar on students’ early reading skills. In the pr…
Pedagogy (3 works) · Psychology (3 works) · Computer Science (2 works) · Literacy (2 works) · Mathematics education (2 works) · Psycholinguistics (2 works) · Reading and Literacy Development (2 works) · Sociology (2 works) · Writing and Handwriting Education (2 works) · Academic achievement (1 work)