The Effects of Integrated Reading and Writing Instruction on the Writing Skills of Kindergarten Students
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The purpose of this single-subject experiment was to determine the effects of an integrated reading and writing program on kindergarten students' writing skills, specifically, the use of correctly-spelled sight words and the application of beginning consonant sounds in kid writing which is phonetic spelling. The participants were six students from a regular kindergarten class of 18 children. A three-phase experiment was used for this study. During a one-hour literacy block each morning of the study, a book was read aloud to the whole class, followed by 30 minutes for students to write and read independently. In the first phase, four baseline measures were collected from the six participants' journals by recording the number of new sight words used and the number of beginning consonant sounds written as words. In the second phase, the treatment of shared writing and shared reading was introduced and eight new sight words were taught. During this phase, eight measures were collected from each participant. Four post-treatment measures were taken immediately following the program. The data collected were the number of new sight words and the number of beginning consonants written as words. The scores for each child's word and sound usage were graphed and compared to his or her writing in all three phases of the experiment. Analysis of the data revealed that post-treatment scores remained higher than baseline scores for all six students. The findings indicate that integrated reading and writing methods benefited these six kindergarten children.
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