Supporting Emergent Writing in Preschool Classrooms
Results of a Professional Development Program
Bibliographic Data
| ID | 22043506 |
|---|---|
| Authors | Barbara D DeBaryshe (0000-0001-8487-0983, University of Hawaiʻi at Mānoa, corresponding author) |
| Year | 2023 |
| Volume | 13 |
| Issue | 9 |
| Pages | 961 |
| Publication date | 2023-09-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13090961 |
| OpenAlex | W4386893172 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
Emergent writing is a key component of early literacy development and contributes to later school success, yet it receives little attention in most preschool classrooms. This paper presents results of a quasi-experimental study of a teacher professional development package that included writing as one of four focal areas. The study was conducted in 15 Head Start classrooms located in the U.S. state of Hawaiʻi. The participants were 39 lead and assistant teachers and 240 children. Intervention teachers had higher quality writing environments and overall classroom environments, while intervention children showed better outcomes on emergent reading and upper case letter knowledge. Emergent writing was assessed only in the intervention group, where children showed large gains along with changes in code-related skills needed for invented spelling. Results are discussed in terms of recommended practices for early writing instruction and teacher professional development
Developmental psychology · Emergent literacy · Faculty Development · Head start · Linguistics · Literacy · Mathematics education · Pedagogy · Professional development · Spelling · Education and Technology Integration · Psychology · Reading and Literacy Development · Writing and Handwriting Education
The Effect of Teacher Coaching on Instruction and Achievement
Peabody Picture Vocabulary Test--Fourth Edition
What Works in Professional Development?
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes
Calculating and reporting effect sizes to facilitate cumulative science
Effective Teacher Professional Development
At-scale, state-sponsored language and literacy professional development
Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention
Examining early childhood teachers’ writing practices
Self-regulation moderates the relationship between fine motor skills and writing in early childhood
Relations between self-regulation and early writing
Program-wide implementation of the Pyramid Model
Head Start teachers’ beliefs about language and literacy instruction
Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms
The effects of language- and literacy-focused professional development on early educators and children
Development in early literacy skills during the pre-kindergarten year in Head Start
Language- and literacy-learning opportunities in early childhood classrooms
Elaborating a model of teacher professional growth
Emergent Writing in Preschoolers
Ready, Set, Write
Invented spelling in kindergarten as a predictor of reading and spelling in Grade 1
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support
A Course on Effective Teacher-Child Interactions
Integrating Professional Development Content and Formative Assessment with the Coaching Process
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |