1. Tabitha DeLaCruz TWu~READ5493 July 30, 2011 What aspects of literacy does interactive writing support?

2. Reasons for interest in this topic: Want to learn what research reveals about interactive writing Reading Recovery teacher Classroom teacher Believe in a Balanced Literacy framework Shared reading and writing Guided reading Independent reading and writing Writer’s workshop Interactive writing

3. Research Question What aspects of literacy does interactive writing support?

4. Methodology Primarily used TWU’s ERIC EbscoHost Help from Mrs. Anita Owens Found 1 source using Google Final source provided in previous course Total of 10 research studies from 2001-2011.

5. Themes Research reveals that interactive writing supports: Phonological awareness Oral language development Word acquisition

6. Phonological Awareness The ability to hear different sounds within words and involves ways of breaking words apart (Fountas and Pinnell, 1998) With the use of IW, research has shown growth in PA Specifically supports primary aged students w/ PA Need well facilitated IW lessons that included time for discussion, forming meaningful message and composing Perform the lessons often (4-5x’s per week) Tests given at beginning and end of studies show growth (Craig, 2006; Jones, et al., 2010; Jones, 2008; O’Connor, 2004; Roth, 2009)

7. Oral Language Development IW lessons allot time for authentic, meaningful conversations Book discussions Morning Messages Authentic conversations within IW lessons create bridge between reading~talking~writing IW lessons that provided time for authentic talk showed growth in composed messages (Craig, 2006; Mariage, 2001; O’Connor, 2004)

8. Word Acquisition Lessons provided opportunity for lessons on letter-sound correspondence, irregular spellings and sight words. Improvement in high-frequency word reading Improvement in spelling within tests and independent writing. 4 studies showed growth in word acquisition when using IW (Jones, Fargo, & Reutzel, 2010; Lundstrom & Williams, 2007; Roth, 2009; Williams, 2011)

9. Conclusion & Implications Phonological awareness, oral language development, and word acquisition are heavily supported by IW Use IW to integrate own ideas into framework Scaffold learning Continue to expose students to various types of reading and writing. Teacher must know students well to best facilitate

10. References Anderson, N. & Briggs, C. (2011). Reciprocity between reading and writing: strategic processing as common ground. The Reading Teacher, 64(7), 546-549. Clemens, J., Patterson, E., & Schaller, M. ( 2008). A closer look at interactive writing. The Reading Teacher, 61(6), 496-497. Craig, S. A. (2006). The effects of an adapted interactive writing intervention on kindergarten children's phonological awareness, spelling, and early reading development: A contextualized approach to instruction. Journal of Educational Psychology, 98(4), 714- 731. doi:10.1037/0022-0663.98.4.714 Fountas, I.C., & Pinnell, G. S. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann. Griffith, R. R. (2010). Students learn to read like writers: A framework for teachers of writing. Reading Horizons, 50(1), 49-66. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=50404474&site=ehost-live Jones, C.D. (2008). The effects of interactive writing instruction on kindergarten students’ acquisition of early reading skills. Unpublished doctoral dissertation. Utah State University: UT. Jones, C., Fargo, J.D., & Reutzel, D. R. (2010). Comparing two methods of writing instruction: Effects on kindergarten students’ reading skills. Journal of Educational Research, 103(5), 327-341. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=51601598&site=ehost-live

11. References Lundstrom, R. P., & Williams, C. (2007). Strategy instruction during word study and interactive writing activities. Reading Teacher, 61(3), 204-212. doi:10.1598/RT.61.3.1 Mariage, T. V. (2001). Features of an interactive writing discourse; conversational involvement, conventional knowledge, and internalization in 'morning message.’ Journal of Learning Disabilities, 34(2), 172. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=4192422&site=ehost-live O'Connor, B. K. (2004). The value of interactive writing as an intervention for the literacy acquisition of struggling first-grade students. In J. R. Dugan, P. E. Linder, M. B. Sampson, B. A. Brancato & L. Elish-Piper, Laurie (Eds.), Celebrating the power of literacy (pp. 155-181). Pittsburg, KS: College Reading Association. Roth, K. (2009). 10 minutes a day: The impact of interactive writing instruction on first graders independent writing. Unpublished doctoral dissertation. Harvard University: MA. Roth, K. (2009). Writing instruction for diverse learners: The relationship between interactive writing instruction and six first graders’ independent writing. Unpublished doctoral dissertation. Harvard University: MA. Williams, C. (2011). Adapted interactive writing instruction with kindergarten children who are deaf or hard of hearing. American Annals of the Deaf, 156(1), 23-34. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=60375412&site=ehost-live Wolbers, K. A. (2008). Using balanced and interactive writing instruction to improve the higher order and lower order writing skills of deaf students. Journal of Deaf Studies & Deaf Education, 13(2), 257-277. doi:10.1093/deafed/enm052

12. Thank you! Questions/Comments