Anna Hall|Michael D. Toland|Jennifer Grisham-Brown|Steve Graham
Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students’ Alphabet Knowledge Skills
Clemson University|University of Kentucky|University of Kentucky|Arizona State University
current study used pretestposttest randomized control group design 73 head start students ages 35 years researcher served interactive writing teacher treatment group rotating five different classrooms one head start center 34 days week 13 weeks children treatment group received 1015 min interactive writing lesson day small groups within classroom settings children control group received standard literacy instruction small groups classroom teachers child outcome data upper case lower case letter sound identification collected intervention groups based large frequency zeros outcomes zeroinflated poisson regression analyses performed results study showed children receiving interactive writing identified lower case upper case letters end study relative children control differences observed letter sounds continued evaluation interactive writing strategy needed preschool setting evidence current study shows encouraging trends alphabet knowledge skill development result strategy