Write from the Start: Developmentally Appropriate Classrooms Supporting Young Writers

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dc.contributor.advisor Leona Schauble en
dc.contributor.author Foutch, Aileen
dc.date.accessioned 2008-11-07T21:57:05Z
dc.date.available 2008-11-07T21:57:05Z
dc.date.issued 2008-11-07T21:57:05Z
dc.identifier.uri http://hdl.handle.net/1803/1634
dc.description Teaching and Learning Department Capstone Project en
dc.description.abstract Recent 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.iso en_US en
dc.publisher Vanderbilt University. Peabody College
dc.subject Emergent writing en
dc.subject Literacy instruction en
dc.subject.lcsh Creative writing (Elementary education) en
dc.subject.lcsh English language -- Composition and exercises -- Study and teaching (Elementary) en
dc.title Write from the Start: Developmentally Appropriate Classrooms Supporting Young Writers en
dc.type Capstone en
dc.description.college Peabody College of Education and Human Development en
dc.description.department Department of Teaching and Learning en

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