Understanding Young Children’s Composition Across Three Key Components: Transcription, Connection, and Discourse

Quinn, Margaret F.; Rohloff, Rebecca

doi:10.1080/02568543.2024.2326139

Journal of Research in Childhood Education

2024

DOI: 10.1080/02568543.2024.2326139

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Understanding Young Children’s Composition Across Three Key Components: Transcription, Connection, and Discourse

Margaret F. Quinn,

Rebecca Rohloff

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2024

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Cited by 3 publications

References 60 publications

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Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment

Quinn,

Bingham,

Rohloff

et al. 2024

Reading Research Quarterly

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Teachers' knowledge impacts their practices in classrooms. While considerable research has sought to understand teachers' broad emergent literacy knowledge, less is known about the specific knowledge teachers hold regarding early writing. The present study engaged 66 diverse early childhood teachers in five Head Start programs across two states to examine teachers' knowledge for early writing, bringing specificity to our understanding of teachers' knowledge of writing skills and development. To overcome issues of current elicitation materials which employ researcher generated questioning and decontextualized testing formats, we utilized an innovative instrument (The Early Writing Knowledge Assessment: EWKA) to elicit teachers' knowledge and beliefs from three authentic, contextualized child writing samples reflecting distinct, developmental writing skills. Teachers reflected on each sample and responses were coded using a two‐step process and an a priori set of codes derived from established early writing theories. Results indicated that generally, teachers' early writing knowledge aligned with research‐based conceptualizations, however, wide variation existed in the language used. Patterns existed in the components and subcomponents emphasized depending on the developmental skills demonstrated in the sample. Study findings highlight the wide variability, including inaccuracies, of teachers' early writing knowledge and the inconsistent language used to describe writing development used in the field, both of which have implications for research and practice. Implications for the field, including the potential use of the EWKA to better understand the workforce and for use in professional learning are further discussed.

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Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment

Quinn,

Bingham,

Rohloff

et al. 2024

Reading Research Quarterly

View full text Add to dashboard Cite

show abstract

Dictating and Acting Out Stories: A Pathway to Writing for Preschoolers

Pesco,

MacLeod

2024

Early Childhood Educ J

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Young Children’s Composing Processes: Idea Transformations in Verbalizations from Pre-Writing to Post-Writing

Rohloff,

Ridley,

Quinn

et al. 2024

Early Childhood Educ J

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Understanding Young Children’s Composition Across Three Key Components: Transcription, Connection, and Discourse

Cited by 3 publications

References 60 publications

Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment

Understanding Preschool Educators' Writing Knowledge: Insights from the Early Writing Knowledge Assessment

Dictating and Acting Out Stories: A Pathway to Writing for Preschoolers

Young Children’s Composing Processes: Idea Transformations in Verbalizations from Pre-Writing to Post-Writing

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