First and Second Graders Writing Informational Text

The author of this article investigated, described, and interpreted the ways in which primary‐grade children interacted with informational texts and wrote their own informational texts. In a qualitative study of informational writing in the primary grades, 24 first and second graders worked in pairs...

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Bibliographic Details
Published in:The Reading teacher 2005-09, Vol.59 (1), p.36-44
Main Author: Read, Sylvia
Format: Article
Language:English
Subjects:
Case studies
Children
Childrens literature
comprehension
content literacy
Crystals
Data Analysis
Data Collection
early childhood
Educational evaluation
Elementary education
Elementary school students
Expository Writing
Grade 2
instructional
Intermediate Grades
Literary criticism
Literature
methodology
Primary Education
qualitative
Salts
strategies
Sugars
Teachers
Teaching Methods
text
Volcanoes
writing
Writing Instruction
Writing Processes
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Summary:The author of this article investigated, described, and interpreted the ways in which primary‐grade children interacted with informational texts and wrote their own informational texts. In a qualitative study of informational writing in the primary grades, 24 first and second graders worked in pairs over a period of two weeks to research self‐selected topics and to produce written work suitable for (classroom) publication. Analysis of the students' written text, together with the transcripts of their conversations, showed that while the students wrote their new texts, their talk centered around the following topics: content suggestion, generating ideas, syntax negotiation, spelling, concern for conventions, organizing and categorizing information, rereading the writing, and revision. Results suggest that common instructional practices in the primary grades may underestimate the ability of these students to comprehend (age‐appropriate) informational texts and to produce informational writing of their own.
ISSN:0034-0561
1936-2714
DOI:10.1598/RT.59.1.4