Date of Award
1990
Document Type
Practicum
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
Mary Ann Sanders
Committee Member
Dr. William Anderson
Keywords
adult modeling, children's literature, classroom management, collaborative learning, culture, early childhood education, early intervention, evaluation, fairy tales, first-grade writing, grammar, handwriting, home writing plan, imagination, institution, language development, literacy development, methodology, motivation, needs assessment, non-traditional education, parent involvement, process writing, school environment, self-esteem, spelling, teacher in-service training, traditional writing instruction, whole language instruction, willing exchange program, writing, writing centers, writing curriculum, writing-drawing lab, writing grants, writing programs, writing projects, writing publication, writing audiences, writing instruction, writing opportunities, writing assessment, young writers
Abstract
This project was designed to change traditional methods of writing instruction, which had not been effective in meeting the developmental needs of first-grade children. Four goals were selected to address this problem. The first goal was of changing the character of first-grade writing instruction so that emphasis was primarily placed upon content and stimulating the imagination rather than on the mechanics of writing. This was met through the establishment of writing centers in first-grade classrooms. The second goal of providing children with extended writing opportunities, usually a variety of writing forms and audiences, was met through a home writing plan. The third goal of giving children opportunities to read and display their stories was met through a willing exchange program. The last goal of giving students unstructured time to write on subjects of their own selection was met through changes in classroom management.
The practicum promoted literacy development by changing the traditional character of writing instruction. Strategies included giving a needs assessment survey, determining specific areas of concern to be addressed, involving parents giving process writing in service to teachers organizing and maintaining writing productions, and evaluating the program.
The results of the practicum were positive. Analysis of data shows school-wide interest in process writing as an alternative to traditional writing instruction. Students gained the image of being capable writers through meaningful writing experiences and partnership of their literacy efforts. A writing-drawing lab was added to the program in order to work with artistically talented children to write and draw.