Premium
Help Me Where I Am: Scaffolding Writing in Preschool Classrooms
Author(s) -
Quinn Margaret F.,
Gerde Hope K.,
Bingham Gary E.
Publication year - 2016
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1512
Subject(s) - spelling , psychology , scaffold , reading (process) , mathematics education , focus (optics) , component (thermodynamics) , emergent literacy , pedagogy , linguistics , literacy , computer science , philosophy , physics , database , optics , thermodynamics
Early writing is important to young children's development—research indicates that writing is predictive of later reading and writing. Despite this, preschool teachers often do not focus on writing and offer limited scaffolding to foster children's writing development. This article shares innovative ways to scaffold early writing across the three component skills of writing: composing, spelling, and forming letters.