Children's Perspectives on Interactive Writing versus Independent Writing in Primary Grades [electronic resource] / Carla Cicalese.
The research exploring children's perspectives on interactive writing versus independent writing was examined. Studies were analyzed to determine the perspectives of students toward writing when they experienced an interactive writing event and when they did not share this experience. Since int...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2003.
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MARC
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| 245 | 1 | 0 | |a Children's Perspectives on Interactive Writing versus Independent Writing in Primary Grades |h [electronic resource] / |c Carla Cicalese. |
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| 500 | |a ERIC Note: M.A. Research Project, Kean University. Published material in the appendixes are not available from ERIC. Several pages of the appendixes contain images that may not reproduce adequately. |5 ericd. | ||
| 520 | |a The research exploring children's perspectives on interactive writing versus independent writing was examined. Studies were analyzed to determine the perspectives of students toward writing when they experienced an interactive writing event and when they did not share this experience. Since interactive writing is a collaborative group writing experience which produces an authentic writing piece composed and constructed by the students, positive perspectives were encountered as a result of a sociocultural classroom environment. The knowledge of language conventions resulting from independent writing activities was examined and compared to the use of language conventions resulting from the unique experience of "sharing the pen" in interactive writing. Children became more confident risk-takers when they were actively engaged in their writing. They viewed their errors as learning-in-progress and made significant gains from their errors. Strategies of interactive word walls and engaging learning centers were also examined. The research supported interactive writing as an essential first-step to independent writing. It was also determined that further research is needed to follow the change in students' perspectives toward writing as they advance through the grades. Emergent writers held more positive perspectives toward writing when they first experienced interactive writing events. Children were more successful in writing when interactive writing was used as a scaffold on their journey toward proficient literacy development. Appendixes contain: Writing Assessment for Grade 1-2: Writing Samples; Registered Holistic Scoring Method for K-2 Students; "Writing Attitude Survey" (published in "Reading Teacher" v54 n1 p16-19 Sep 2000); and images and data from the study. (Contains 61 references.) (Author/RS) | ||
| 650 | 1 | 7 | |a Childrens Writing. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 0 | 7 | |a Collaborative Writing. |2 ericd. |
| 650 | 1 | 7 | |a Instructional Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Primary Education. |2 ericd. |
| 650 | 1 | 7 | |a Writing Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a Writing (Composition) |2 ericd. |
| 650 | 1 | 7 | |a Writing Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Writing Research. |2 ericd. |
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