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!

Questions/Comments