Date Approved

7-17-2009

Embargo Period

3-15-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

McBee, Robin Haskell

Subject(s)

Composition (Language arts); Kindergarten--Activity programs--New Jersey

Disciplines

Elementary Education and Teaching

Abstract

This research spawned from the observation of two half-day classes of kindergarten students at an elementary school in southern New Jersey. Being urged to write not only their first and last names but also letters, words, and even beginning sentences by the end of the year is a major requirement for New Jersey kindergartens in the year 2009. Noticing a lot of apprehension from the students when they were asked to write and use inventive spelling, methods were brainstormed of ways to encourage self-efficacy and motivation. It was decided to utilize an informal writing activity where the students would use their own drawings as inspiration to write. The students were observed; writing samples were collected; an interview was conducted, and detailed field notes were kept. Findings showed that allowing students to draw what they wanted and describe it with kid-writing alleviated some writing frustrations.

Share

COinS