How can effective early writing instruction influence reading ability in kindergarten students?





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The purpose of my capstone study was to determine if daily writing instruction could increase reading ability. The daily writing instruction transpired daily, was authentic, purposeful and occurred across content areas. The study involved reviewing literature in order to understand and define early literacy. The literature was used to determine the best environment and methods for effective writing instruction in kindergarten. Prior to my study and at the conclusion of my study, surveys were administered to gauge students' attitudes regarding writing. Two assessments were also administered that measured students' reading ability, according the six emergent literacy components. Writing samples over the course of the study were also collected to measure growth and serve as a comparison to the formal assessments. Identifying a correlation between effective writing instruction and reading ability will further stress the importance of ensuring that writing instruction keeps pace with reading instruction in our schools.

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