The Written Production of Four Kindergarten Children in a Whole Language Classroom: Frequency, Function, and Form

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The problem of this study was to describe, analyze, and compare the effects of learning centers and curricular themes upon the writing production of four children within a kindergarten classroom which followed the whole language approach. This study was conducted in a public school. Four subjects were identified from the administration of the Book Handling Knowledge Task. Using the qualitative research method of case studies, the teacher-researcher kept observational notes concerning the writing behavior of the subjects. The written compositions of the subjects were collected daily throughout the school year and were assigned a context, learning center and curricular theme. ... continued below

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viii, 247 leaves : ill.

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Medearis, Linda L. (Linda Lee) August 1985.

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  • Medearis, Linda L. (Linda Lee)

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Description

The problem of this study was to describe, analyze, and compare the effects of learning centers and curricular themes upon the writing production of four children within a kindergarten classroom which followed the whole language approach. This study was conducted in a public school. Four subjects were identified from the administration of the Book Handling Knowledge Task. Using the qualitative research method of case studies, the teacher-researcher kept observational notes concerning the writing behavior of the subjects. The written compositions of the subjects were collected daily throughout the school year and were assigned a context, learning center and curricular theme. The compositions were then coded as to writing frequency, function, and form. The following findings resulted from the study: writing occurred most frequently in the art center followed by dramatic play, language, sand, science, social studies, "other," eyes and hands, mathematics, and library-listening; writing occurred most frequently during the curricular theme of Christmas followed by self-concept, shapes and colors, farm animals, Thanksgiving, Winter, transportation, nursery rhymes, patriotic, Valentine, food and nutrition, Halloween, Spring, wild animals, community helpers, gingerbread man, Summer, Easter, and pets; all five functions of language were used in the art center, four in the language, dramatic play, social studies, and "other" centers, and three in all other centers; all five functions were used during the Valentine curricular theme, four during self-concept, transportation, Spring, and farm animals, three during food and nutrition, and nursery rhymes, two during eleven other curricular themes, and only one during Easter and pets; and gains were made in form by the end of the study. Writing was often in the last stage of spelling development and more print concepts were in evidence. The conclusions made were that some learning centers and curricular themes prompt more frequent writing and the use of more language functions.

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viii, 247 leaves : ill.

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  • August 1985

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  • Aug. 22, 2014, 6 p.m.

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  • Nov. 27, 2017, 3:50 p.m.

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Medearis, Linda L. (Linda Lee). The Written Production of Four Kindergarten Children in a Whole Language Classroom: Frequency, Function, and Form, dissertation, August 1985; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc332432/: accessed December 10, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .