A framework for identifying early writing development

Bidragets oversatte titel: Analysemodel til identificering af tidlig skriveudvikling

Kristine Kabel, Jesper Bremholm, Jeppe Bundsgaard

Publikation: Bidrag til tidsskriftTidsskriftsartikelForskningpeer review

Abstract

In this article, we present a novel framework for identifying young students’ writing
development in the first years of primary school (age 6–8 years). It was developed
to analyse a large number of student texts (n = 803), all in the format of digitised
books, as part of the large-scale Danish research project titled Teaching Platform
for Developing and Automatically Tracking Early Stage Literacy Skills (ATEL,
2018–2023). In this project, based on a text-oriented model of writing, we aim to
gain insights into less considered dimensions of emergent writing. Specifically, we
consider how young students construct sentences and expand their meaning-making
repertoires in this regard, as well as how they tie a whole text together and begin to
express interpersonal meaning. In developing the framework, we took inspiration
from both formal and functional linguistic approaches to young students’ writing
development and constructed a comprehensive framework to examine the first steps
into ways of communicating through writing in school. Furthermore, through a theory-
and data-driven process, we developed the framework to suit emergent writing
in the educational and language context in Denmark. In addition to presenting the
framework in this article, we discuss its limitations and potentials for research and
practice.
Bidragets oversatte titelAnalysemodel til identificering af tidlig skriveudvikling
OriginalsprogEngelsk
TidsskriftWriting & Pedagogy
Vol/bind13
Udgave nummer1-3
Sider (fra-til)51-87
Antal sider37
ISSN1756-5847
DOI
StatusUdgivet - 2022

Emneord

  • Læring, pædagogik og undervisning
  • Digital skrivning
  • Elevtekster
  • Indskoling
  • Skriveudvikling

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