When Kindergarteners Read and Write: Focus upon Told and Dictated Story Characteristics.

Kindergarten children differ in how close they are to becoming readers and writers. A study investigated the dictated and handwritten materials of 24 kindergarten children. In each of two sessions, three language productions were obtained: a told story, a dictated story, and a handwritten story. Additionally, samples of rereading and editing were gathered for each of the two written versions. Samples were scored on a seven-point scale based upon the nature of the written productions and the degree of matching eyes and voice to print. Adaptations to modes were scored in three ways: intonation patterns were marked, fluency was described, and the telling and dictating were described holistically with a descriptive narrative. Results indicated that a large number of five-year-old children showed the ability to sound as if they were dictating: that children were able to sound as if they were telling a story and to actually maintain an oral monologue: that children who were high in reading abilities adapted dictation toward writing: and that children who were low in reading abilities moved their telling more toward the conversational mode. (HOD) ***-***************** ****************** ****i * Reproductions supplied by EDRS are the best th * from the original document. *** ** * can be made * #********** *****************************************_ U.S. DEPARTMENT or EDUCATION NATICNAL INSTITUTE OF EDUCATION EDUCA [IC/NAL RESOURCES INFORMATION CENTER IERICI it hd, M'i'tt rt tit. Itottt 1,15.w, M. mmitMILIM, MmItty * P9mSt m mItp, mMtI m FFRIO Mt ma twvt.t.,m, r ttottom Otitul TIE Rowttill When Kindergarteners Read and Write: Focus Upon Told and Dictated Story Characteristics