From Oral to Written Language: Scaffolding Literacy Development in a Kindergarten Classroom

Authors

Cynthia Leung, University of South Florida, St. PetersburgFollow

Abstract

The purpose of the present study was to explore how an experienced kindergarten teacher used oral language to scaffold her students in their development of written language skills. The research design was a yearlong qualitative case study that employed prolonged engagement, persistent observation, and triangulation. Data sources included participant observation, fieldnotes, audio and video recording of classroom literacy events, informal interviews with the teacher and students, photographs, and a collection of students’ drawings/writings. This article provides examples of read-aloud and writing events where the classroom teacher made connections between oral and written language or re-accented the students’ oral productions into written forms. The findings show the importance of carefully selecting and planning whole group classroom instructional strategies and materials in order to assist young children in their literacy development.

Relational Format

Journal Article

Recommended Citation

Leung, Cynthia (2017) "From Oral to Written Language: Scaffolding Literacy Development in a Kindergarten Classroom," Journal of Contemporary Research in Education: Vol. 5: Iss. 1, Article 7.
Available at: https://egrove.olemiss.edu/jcre/vol5/iss1/7