Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students’ Reading Skills

ABSTRACT

This experimental study directly compared the effects of two prevalent forms of classroom writing instruction, interactive writing and writing workshop, on kindergarten students’ acquisition of early reading skills. Repeated measures data was collected at four points over 16 weeks to monitor growth of 151 kindergarten students in phonological awareness, alphabet knowledge, and word reading. Results of this study showed students in both the interactive writing group and the writing workshop group demonstrated significant growth over time for each of the three outcome measures, with no statistically significant difference between groups for any of the outcome measures at any of the time points. This study provides evidence that, when consistently implemented during the first 16 weeks of kindergarten, interactive writing and writing workshop are equally effective in promoting acquisition of early reading skills.

Keywords:

• beginning reading skills
• kindergarten
• writing instruction

Acknowledgments

The authors express their gratitude to the kindergarten teachers and students who participated in this study. They also thank the district literacy coach, and the principals, faculty, and staff of the participating schools. Finally, the authors extend appreciation to the Emma Eccles Jones Center for Early Childhood Education and to the Payne Foundation for their support of this research study.