Latino English Language Learners’ Writing During Literacy-Enriched Block Play

Marianne Snow, Zohreh Eslami, Jeong Hyun Park

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)741-784
Number of pages44
JournalReading Psychology
Volume36
Issue number8
DOIs
Publication statusPublished - 17 Nov 2015
Externally publishedYes

Fingerprint

Hispanic Americans
English language
Language
literacy
classroom
school
low income
childhood
Students
Literacy
lack
Research
student

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Linguistics and Language
  • Education

Cite this

Latino English Language Learners’ Writing During Literacy-Enriched Block Play. / Snow, Marianne; Eslami, Zohreh; Park, Jeong Hyun.

In: Reading Psychology, Vol. 36, No. 8, 17.11.2015, p. 741-784.

Research output: Contribution to journalArticle

Snow, Marianne ; Eslami, Zohreh ; Park, Jeong Hyun. / Latino English Language Learners’ Writing During Literacy-Enriched Block Play. In: Reading Psychology. 2015 ; Vol. 36, No. 8. pp. 741-784.
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