Effects of daily journaling and invented spelling instruction with scaffolds on the development of emergent writers

This study investigated the effects of daily journaling and invented spelling instruction with scaffolds on the development of emergent writers. A sample of four 4-year-old Kindergarten students was obtained from a school in southern Wisconsin. Each session, students listened to the researcher model writing processes that students would later attempt for themselves. Then, students practiced writing while the researcher and para-educator circulated to provide scaffolds to individual learners. Finally, students had a chance to share their work. Developmentally appropriate practices, best instructional practices, and individual learner needs were considered. Students were assessed on two measures: a Writing Rubric and the Conventions of Writing Developmental Scale. Overall, students improved or stayed the same on the Writing Rubric. All students improved on the Conventions of Writing Developmental Scale. These findings support the use of daily journaling and invented spelling instruction with scaffolds to improve the development of emergent writers