This study examined the classroom writing
environment in 31 Head Start classrooms, and explored the
relations between the writing environment, children’s
(N = 262) name-writing, and children’s letter knowledge
using pathway analysis. Our analyses showed that Head
Start classrooms provided opportunities (i.e., writing
materials and teachers’ facilitation) for children to develop
early writing skills, though many classrooms lacked writing
props (e.g., letter and word cards) for guiding children’s
writing attempts. Teacher-child writing interactions
occurred at a low frequency. The writing environment had
a direct association with children’s name-writing skill, and
children’s name-writing skill was positively related to their
letter knowledge.

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Perpustakaan FITK Pusat

Tersedia

• Classroom Writing Environments and Children’s Early Writing Skills: An Observational Study in Head Start Classrooms

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