Writing with Parents in Response to Picture Book Read Alouds

Autor/in	DeFauw, Danielle L.
Titel	Writing with Parents in Response to Picture Book Read Alouds
Quelle	In: Reading Horizons, 56 (2017) 2, S.22-41, Artikel 3 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Writing Instruction; Oral Reading; Pictorial Stimuli; Elementary School Students; Family School Relationship; Qualitative Research; Case Studies; Parent Role; Coding; Comparative Analysis; Writing (Composition); Writing Strategies; Parents as Teachers; Parent Teacher Cooperation; Family Literacy; Prompting; Journal Writing; Urban Schools; Grade 3; Mothers; Grandparents; Audio Equipment; Documentation; Picture Books; Tutoring + Suchen Sie Ihr Suchwort? Schreibunterricht; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Fantasieanregung; Qualitative Forschung; Case study; Fallstudie; Case Study; Parental role; Elternrolle; Codierung; Programmierung; Schreibübung; Schreibtechnik; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Benutzerführung; Zeitschriftenaufsatz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 03; 3. Schuljahr; Schuljahr 03; Mother; Mutter; Großeltern; Audio-CD; Dokumentation; Picture book; Bilderbuch; Förderkonzept; Nachhilfeunterricht
Abstract	High-quality writing instruction needs to permeate elementary students' in- and outside-of-school experiences. The aim of this research was to explore how teaching writing to parents may support home-school literacy connections. This qualitative case study explored parents' experiences in interactive writing sessions. The descriptive coding and constant comparative analysis of transcribed parent writing sessions, field notes, and documents revealed three themes: (1) Writing Tips and Strategies, (2) Parent-Writers, and (3) Story Connections. The parent writing sessions facilitated parents' understanding of how to support their elementary-age children's writing development. Parents demonstrated a desire to support their children's writing development, and they needed strategies to understand how to help. Parents applied suggestions as writers to support their children's writing development at home. Collaborating with the children's parents helped increase the likelihood the writing strategies gleaned from the writing clinic would be used within the children's homes. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01