Effects of Shared Writing Strategies on Children's Writing Behaviors and Abilities

함께 쓰기 전략이 유아의 쓰기 행동 및 능력에 미치는 효과

This study investigated the effects of shared writing strategies within a whole language approach on children's writing behaviors and abilities. The subjects were thirty-six 5-to 6-year-old kindergarten children, 18 each in the experimental and control groups. The results indicated a significant increase in frequency of spontaneous writing, quantity of writing, and quality of writing in the experimental group compared with the control group. The educational implications for kindergarten teachers are that teachers need to integrate shared writing strategies into teacher-initiated activities and use various strategies of whole language to improve literacy learning for children.