Date of Award
2-1-1990
Document Type
Thesis - NSU Access Only
Degree Name
Educational Specialist
Department
Center for the Advancement of Education
Keywords
Child Development, Child Language, Developmental Stages, Early Reading, Emergent Literacy, Kindergarten, Language, Acquisition, Language Usage, Literacy Education, Primary Education, Reading Readiness, Writing Instructor., Writing Readiness, Written Language, Young Children.
Abstract
The lack of daily journal writing opportunities for kindergarten and first grade students was addressed through a series of inservice sessions designed to encourage teachers to provide daily opportunities for journal writing as required by county guidelines. In order to make the activity more effective, teachers were asked to give students written feedback. A parent orientation session provided parents an overview of the goals and objectives of the daily journal writing project. Success of the project was measured through classroom observations, reviews of students’ journals, comparison of students’ pre and post samples and a parent survey. Results indicated that students were provided with daily journal writing opportunities with teachers writing responses twice weekly. Students showed significant gains in developmental writing levels. Parental reactions to daily journal writing and invented spellings by students were positive. Appendices include survey used, developmental stages of children's writing and graphic analysis of pre and post writing samples.