Efficiency of Writer’s Workshop and Traditional Writing Instruction on Preschool Children of Nigeria

Abstract

The writers’ workshop approach was used in this study to examine the relationship between preschool children’s literacy growth and traditional writing instruction. As well, the student group looked at the students’ conception of learning before and after the two (2) groups’ executions. The research employed a simultaneous three-way approach to collect quantitative and qualitative evidence in order to cross-validate and confirm the findings. The t-test was used to evaluate individual literacy ratings. Interviews were also used to collect and analyze data. In this analysis, the literacy rates of the two (2) studied classes did not differ significantly. Students in both classes considered themselves to be “good” writers, according to interviews. Through the challenge educators face to find new and creative ways to reach students, this study has the potential to generate social change. As a result of this study, educators will be able to differentiate between children and scaffold their learning so that everyone can learn at their own rate.

Keywords

literacy assessment Writer’s workshop traditional writing instruction preschool early childhood education

Get full access to this article

View all access options for this article.

References

Akinyemi

A. I.

Isiugo-Abanihe

U. C.

(2020). Demographic dynamics and development in Nigeria. African Population Studies, 27(2), 239–248. https://doi.org/10.11564/27-2-471

Behymer

(2003 Sep 1). Kindergarten writing workshop. The Reading Teacher, 57(1), 85.

Clark

Kragler

(2005). The impact of including writing materials in early childhood classrooms on the early literacy development of children from low–income families. Early Child Development and Care, 175(4), 285–301. https://doi.org/10.1080/0300443042000266295

Creswell

(2015). Research design (qualitative, quantitative and mixed methods approaches) (Vol. 228). Book published by Sage Publications.

Elliott, E., & Olliff, C. B. (2008). Developmentally appropriate emergent literacy activities for young children: Adapting the early literacy and learning model. Early Childhood Education Journal, 35, 551–556.

Fisher

Frey

(2007). Implementing a schoolwide literacy framework: improving achievement in an urban elementary school. The Reading Teacher, 61(1), 32–43. https://doi.org/10.1598/RT.61.1.4

Gravetter

F. J.

Wallnau

L. B.

Forzano

L.-A. B.

Witnauer

J. E.

(2020). Essentials of statistics for the behavioral sciences (pp. 234–237). Cengage Learning.

Hooper

S. R.

Roberts

J. E.

Nelson

Zeisel

Fannin

D. K.

(2010). Preschool predictors of narrative writing skills in elementary school children. School Psychology Quarterly, 25(1), 70–82. https://doi.org/10.1037/a0018329

Kostelnik

M. J.

Soderman

A. K.

Whiren

A. P.

(2007). Developmentally appropriate curriculum (pp. 54–60). Pearson.

10.

McCarthey

S. J.

(2008). The impact of no child left behind on teachers’ writing instruction. Written Communication, 25(4), 462–505. https://doi.org/10.1177/0741088308322554

11.

McCloy

M. E.

(2000). 1999 C. H. McCloy Research Lecture: children's control, learning, and performance of motor skills. Research Quarterly for Exercise and Sport, 71(1), 1–9. https://doi.org/10.1080/02701367.2000.10608875

12.

McGuire

. (n.d). The effect of emergent writing on a kindergartner’s growth in the areas of phonemic awareness, sight word recognition, and self-confidence. Unpublished manuscript. Wayne State College. Retrieved from http://www.kidwriting.com/

13.

Mitchell

M. J.

Fox

B. J.

(2001). The effects of computer software for developing phonological awareness in low–progress readers. Literacy Research and Instruction, 40(4), 315–332.

14.

Patrick

Mantzicopoulos

Samarapungavan

(2009). Reading, writing, and conducting inquiry about science in kindergarten. YC Young Children, 64(6), 32.

15.

Ritchey

K. D.

(2008). The building blocks of writing: learning to write letters and spell words. Reading and Writing, 21(1), 27–47. https://doi.org/10.1007/s11145-007-9063-0

16.

Rowe

D. W.

(2008). Social contracts for writing: negotiating shared understandings about text in the preschool years. Reading Research Quarterly, 43(1), 66–95. https://doi.org/10.1598/RRQ.43.1.5

17.

Rubin

H. J.

Rubin

I. S.

(2011). Qualitative interviewing: the art of hearing data (pp. 223–228.). Sage.

18.

Schrodt

K. E.

Elleman

A. M.

FitzPatrick

E. R.

Hasty

M. M.

Kim

J. K.

Tharp

T. J.

Rector

(2019). An examination of mindset instruction, self-regulation, and writer’s workshop on kindergarteners’ writing performance and motivation: A mixed-methods study. Reading & Writing Quarterly, 35(5), 427–444. https://doi.org/10.1080/10573569.2019.1577778

19.

Stonier

F. W.

(2009). When children have something to say, writers are born. YC Young Children, 64(1), 32–35.