Book Description

This study examined the effects of two methods of writing instruction, shared writing and interactive writing, on kindergartners' writing development. Using a pretest-posttest control group design this six-week study compared average growth of student achievement in the areas of writing content and conventions. All students were given a baseline writing assessment and baseline writing journal samples were collected. Using a quantitative approach, to data collection and analysis, three different methods of evaluation were used to score each piece of student writing. Using a matching non-random convenience sample students were placed in the two comparative groups. Each group of students received either shared writing instruction or interactive writing instruction for four 15-20 minute lessons per week. Following one week for baseline assessments and four weeks of intervention, students were given a concluding writing assessment and concluding writing journal samples were collected. Scores from both the baseline writing assessments and concluding assessments, as well as baseline journal samples and concluding journal samples, were analyzed and evaluated to show students progress. Overall scores were then compared between the two groups. The results of this study showed a small, but greater overall average growth of those students participating in the interactive writing group versus the shared writing group. Key Words: Shared Writing, Interactive Writing, Developmental Writing Stages, Emergent Writers, Primary Education.