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Write from the Start: Developmentally Appropriate Classrooms Supporting Young Writers

dc.contributor.advisorLeona Schaubleen
dc.contributor.authorFoutch, Aileen
dc.date.accessioned2008-11-07T21:57:05Z
dc.date.available2008-11-07T21:57:05Z
dc.date.issued2008-11-07T21:57:05Z
dc.identifier.urihttp://hdl.handle.net/1803/1634
dc.descriptionTeaching and Learning Department Capstone Projecten
dc.description.abstractRecent educational reform and adaptation of learning theories to emergent literacy instruction recognize writing as developmentally appropriate for supporting young children's success in literacy. This child-centered approach to emergent writing requires deep understanding of the developmental capabilities and needs of learners. Situating emergent writing within an intentionally structured and predictable learning context promotes autonomous exploration of writing. Intentional and developmentally appropriate instructional strategies scaffold the writing curriculum to accommodate the individual needs of students. Teacher and student assessment strategies employ numerous uses evaluating the effectiveness of instruction and growth of young children as writers. The implications of this work serve to provide educators the rationale and methodology for supporting young children in emergent writing.en
dc.language.isoen_USen
dc.publisherVanderbilt University. Peabody College
dc.subjectEmergent writingen
dc.subjectLiteracy instructionen
dc.subject.lcshCreative writing (Elementary education)en
dc.subject.lcshEnglish language -- Composition and exercises -- Study and teaching (Elementary)en
dc.titleWrite from the Start: Developmentally Appropriate Classrooms Supporting Young Writersen
dc.typeCapstoneen
dc.description.collegePeabody College of Education and Human Developmenten
dc.description.departmentDepartment of Teaching and Learningen


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