LATINO ENGLISH LANGUAGE LEARNERS' WRITING DURING LITERACY-ENRICHED BLOCK PLAY Academic Article uri icon

abstract

  • 2015, Copyright Taylor & Francis Group, LLC. Although growing numbers of young English language learners (ELLs) from low-income homes enroll in U.S. schools, there remains a lack of research on how they respond to common school literacy practices including a literacy-enriched play. This exploratory study aims to examine the writing behaviors of six kindergarteners in their classroom's literacy-enriched block center. The results were varied since all children engaged in different types and frequencies of writing. However, most ELLs responded positively to the intervention and practiced their emergent writing skills. Therefore, literacy-enriched play centers can benefit early childhood classrooms serving culturally, linguistically, and socioeconomically diverse students.

published proceedings

  • READING PSYCHOLOGY

author list (cited authors)

  • Snow, M., Eslami, Z. R., & Park, J. H.

citation count

  • 6

complete list of authors

  • Snow, Marianne||Eslami, Zohreh R||Park, Jeong Hyun

publication date

  • November 2015