Document Type
Article
Publication Date
1-2015
Publication Title
Literacy Research and Instruction
Publisher
Taylor & Francis
Abstract
This article presents the results of a systematic review of the literature involving writing interventions in the preschool setting. The information presented is timely considering the current expectations for young children to write. Framing the empirical literature within different philosophical approaches, trends were analyzed to identify instructional strategies related to increases in emergent literacy outcomes and where gaps in the literature existed. The results from 22 intervention conditions from 1990 to 2013 indicated the overall effect size was g = .44, 95% CIs [.27, .60], suggesting that preschool writing interventions enhanced children’s early literacy outcomes. The findings also highlighted the importance of quality literacy environments and adult involvement. The findings from this article have important instructional implications for writing instruction in the preschool setting.
Recommended Citation
Anna H. Hall, Amber Simpson, Ying Guo & Shanshan Wang (2015) Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature, Literacy Research and Instruction, 54:2, 115-134, DOI: 10.1080/19388071.2014.991883
Comments
This manuscript has been published in the journal Literacy Research and Instruction. Please find the published version here (note that a subscription is necessary to access this version):
http://www.tandfonline.com/doi/abs/10.1080/19388071.2014.991883#.VPXSEC6Qeiy