de lacruzread5493interactivewritingresearchsynthesispresentationjuly30,2011
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TABITHA DELACRUZ
TWU~READ5493
JULY 30 , 2011
What aspects of literacy does interactive writing
support?
Reasons for interest in this topic:
Want to learn what research reveals about interactive writing
Reading Recovery teacherClassroom teacherBelieve in a Balanced Literacy framework
Shared reading and writing Guided reading Independent reading and writing Writer’s workshop Interactive writing
Research Question
What aspects of literacy does interactive writing support?
Methodology
Primarily used TWU’s ERIC EbscoHost
Help from Mrs. Anita Owens
Found 1 source using Google
Final source provided in previous course
Total of 10 research studies from 2001-2011.
Themes
Research reveals that interactive writing supports:
Phonological awareness
Oral language development
Word acquisition
Phonological Awareness
The ability to hear different sounds within words and involves ways of breaking words apart (Fountas and Pinnell, 1998)
With the use of IW, research has shown growth in PASpecifically supports primary aged students w/ PANeed well facilitated IW lessons that included time for
discussion, forming meaningful message and composingPerform the lessons often (4-5x’s per week)Tests given at beginning and end of studies show growth
(Craig, 2006; Jones, et al., 2010; Jones, 2008; O’Connor, 2004; Roth, 2009)
Oral Language Development
IW lessons allot time for authentic, meaningful conversations
Book discussionsMorning MessagesAuthentic conversations within IW lessons
create bridge between reading~talking~writing
IW lessons that provided time for authentic talk showed growth in composed messages
(Craig, 2006; Mariage, 2001; O’Connor, 2004)
Word Acquisition
Lessons provided opportunity for lessons on letter-sound correspondence, irregular spellings and sight words.
Improvement in high-frequency word reading
Improvement in spelling within tests and independent writing.
4 studies showed growth in word acquisition when using IW
(Jones, Fargo, & Reutzel, 2010; Lundstrom & Williams, 2007; Roth, 2009; Williams, 2011)
Conclusion & Implications
Phonological awareness, oral language development, and word acquisition are heavily supported by IW
Use IW to integrate own ideas into framework
Scaffold learning
Continue to expose students to various types of reading and writing.
Teacher must know students well to best facilitate
References
Anderson, N. & Briggs, C. (2011). Reciprocity between reading and writing: strategic processing as common ground. The Reading Teacher, 64(7), 546-549.
Clemens, J., Patterson, E., & Schaller, M. ( 2008). A closer look at interactive writing. The Reading Teacher, 61(6), 496-497. Craig, S. A. (2006). The effects of an adapted interactive writing intervention on kindergarten
children's phonological awareness, spelling, and early reading development: A contextualized approach to instruction. Journal of Educational Psychology, 98(4), 714- 731. doi:10.1037/0022-0663.98.4.714
Fountas, I.C., & Pinnell, G. S. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann. Griffith, R. R. (2010). Students learn to read like writers: A framework for teachers of writing.
Reading Horizons, 50(1), 49-66. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=50404474&site=ehost-live
Jones, C.D. (2008). The effects of interactive writing instruction on kindergarten students’ acquisition of early reading skills. Unpublished doctoral dissertation. Utah State University: UT.
Jones, C., Fargo, J.D., & Reutzel, D. R. (2010). Comparing two methods of writing instruction: Effects on kindergarten students’ reading skills. Journal of Educational Research, 103(5), 327-341. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=51601598&site=ehost-live
References
Lundstrom, R. P., & Williams, C. (2007). Strategy instruction during word study and interactive writing activities. Reading Teacher, 61(3), 204-212. doi:10.1598/RT.61.3.1
Mariage, T. V. (2001). Features of an interactive writing discourse; conversational involvement, conventional knowledge, and internalization in 'morning message.’ Journal of Learning Disabilities, 34(2), 172. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=4192422&site=ehost-live
O'Connor, B. K. (2004). The value of interactive writing as an intervention for the literacy acquisition of struggling first-grade students. In J. R. Dugan, P. E. Linder, M. B. Sampson, B. A. Brancato & L. Elish-Piper, Laurie (Eds.), Celebrating the power of literacy (pp. 155-181). Pittsburg, KS: College Reading Association.
Roth, K. (2009). 10 minutes a day: The impact of interactive writing instruction on first graders independent writing. Unpublished doctoral dissertation. Harvard University: MA.
Roth, K. (2009). Writing instruction for diverse learners: The relationship between interactive writing instruction and six first graders’ independent writing. Unpublished doctoral dissertation. Harvard University: MA.
Williams, C. (2011). Adapted interactive writing instruction with kindergarten children who are deaf or hard of hearing. American Annals of the Deaf, 156(1), 23-34. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=60375412&site=ehost-live
Wolbers, K. A. (2008). Using balanced and interactive writing instruction to improve the higher order and lower order writing skills of deaf students. Journal of Deaf Studies & Deaf Education, 13(2), 257-277. doi:10.1093/deafed/enm052
Thank you!
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