The current study used a pretest–posttest randomized
control group design with 73 Head Start students,
ages 3–5 years. The researcher served as the interactive
writing teacher for the treatment group, rotating to five
different classrooms in one Head Start center 3–4 days a
week for 13 weeks. Children in the treatment group
received a 10–15 min interactive writing lesson each day in
small groups within their own classroom settings. Children
in the control group received standard literacy instruction
in small groups with their own classroom teachers. Child
outcome data on upper case, lower case, and letter sound
identification were collected before and after the intervention
for both groups. Based on the large frequency of
zeros on outcomes, zero-inflated Poisson regression analyses
were performed. The results of the study showed that
children receiving interactive writing identified more lower
case and upper case letters at the end of the study relative
to children in the control, but no differences were observed
on letter sounds. While continued evaluation of the interactive
writing strategy is needed in the preschool setting,
the evidence from the current study shows encouraging
trends in alphabet knowledge skill development as a result
of this strategy.

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372.623 ANN e

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Tersedia

• Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students’ Alphabet Knowledge Skills

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