Document Type
Article
Publication Date
3-2018
Publication Title
The Reading Teacher
Volume
72
Issue
2
Publisher
Wiley
DOI
https://doi.org/10.1002/trtr.1699
Abstract
The early emergent stage of writing consists of drawing and scribbling. This article provides a rationale for teachers to reframe their dispositions toward scribbling and reshape their interactions with writers in the early emergent stage. These teaching tips were derived from the authors’ study of teacher, parent, and young students’ perceptions of scribbling and highlight the importance of positive teacher interactions regarding the scribbling phase of early emergent writers to maintain students’ self-efficacy, motivation, and writing identity in preschool classrooms. Practical strategies, positive verbal responses, and engaging questions are provided for teachers to acknowledge and encourage scribbling as early writing.
Recommended Citation
Emerson, A., & Hall, A. H. (2018). Supporting Preschoolers’ Writing Identities in the Scribbling Phase. The Reading Teacher, 72( 2), 257– 260. https://doi.org/10.1002/trtr.1699
Comments
The published version of this article can be found here: https://ila.onlinelibrary.wiley.com/action/showCitFormats?doi=10.1002%2Ftrtr.1699