Date of Award

4-2025

Degree Name

Doctor of Philosophy

Department

Education and Human Development

First Advisor

Laura Teichert, Ph.D.

Second Advisor

Susan Piazza, Ed.D.

Third Advisor

Andrea Smith, Ph.D.

Keywords

Early childhood, early literacy, emergent writing, writing assessment, writing development, writing features

Abstract

Young children’s marks when writing consist of universal features such as scribbling and drawing, and language-specific features such as letters or letter-like forms and spaces (Clay, 1979; Puranik & Lonigan, 2011; Rowe & Wilson, 2015; Teale & Sulzby, 1985). It is widely agreed that exposure to words and written language play a pivotal role in children’s writing development (Clay, 1979; Teale & Sulzby, 1986). However, it remains unclear whether children form more complex writing skills through specific developmental stages, and if age plays any part in this progression (Clay, 1979; Justice & Vukelich, 2008; Teale & Sulzby, 1986). The lack of replication of assessment tools to identify specific marks, and limited use of these types of tools in play-based writing make forming generalizations regarding developmental progression difficult. This comparative case study explored the types of marks a small sample of three- and four-year-old children used to write messages during a post office themed dramatic play activity. All writing samples were evaluated using the Assessing Young Children’s Marks/Drawing/Print in Play tool (Friedrich & Stagg Peterson, 2023) to identify particular universal and language-specific features. Evaluation of the seventeen writing samples collected indicated evidence of universal and language-specific features regardless of age. However, universal features were more prominently featured in three-year-old writing samples, and the four-year-old samples included a larger number and variety of language-specific features. This difference can be attributed to the daily explicit letter/sound correspondence and sight word instruction the four-year-old children received as part of their morning meeting. Some other observed differences related to the learning context of the two classrooms such as the structure of free play and the support provided to children while writing. Results from this study contribute to understanding the developmental progression of emergent writers. Additionally, findings from this study provide insight into intentional planning of play-based writing experiences including the roles of children and teachers.

Access Setting

Dissertation-Open Access

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