Presentation on theme: "Stages of Writing Development"— Presentation transcript:
1Stages of Writing Development EDU 280Stages ofWriting Development
2Stages of Pre-Writing Skill Development (Physical Domain) Stage 1 Palmar-Supinate Grasp(1 and 1.5 year olds)Held with fisted handWrist slightly flexedWrist slightly supinated away from mid-positionArm moves as a unit
3Stages of Pre-Writing Skill Development (Physical Domain) Stage 2 Digital-Pronate Grasp(2 and 3 year olds)Held with fingersWrist straightWrist pronatedwrist slightly ulnar deviatedForearm moves as a unit
4Stages of Pre-Writing Skill Development (Physical Domain) Stage 3 Static Triposture(3.5 and 4 year olds)Held with crude approximation of thumb, index, and middle fingersContinual adjustments by other handRing and little fingers only slightly flexedGrasped proximallyNo fine localized movements of digit componentsHand moves as a unit
5Stages of Pre-Writing Skill Development (Physical Domain) Stage 4 Dynamic Tripod Posture(4.5 and 6 year olds)Held with precise opposition of thumb, index, and middle fingersRing and little fingers flexed to form stable archWrist slightly extendedGrasped distally(Test by drawing tiny circles)MCP = MetacarpophalangealPIP – proximal interphalangeal
6All stages overlap and children progress and reach writing stages at many different ages. The development of early writing skills is another aspect of the child's emergent literacy development.Regardless of which stage the child is, writing development can be enhanced through being encouraged to write on a regular basis. Children should never be discouraged from exploring writing by the means they are able to do, whether it be scribbling, letter strings, invented spelling, or conventional spelling.These stages represent a way of looking at writing development in children.
7Preliterate: Drawing uses drawing to stand for writing believes that drawings / writing is communication of a purposeful messageread their drawings as if there were writing on them
8In the drawing and picture writing stage, children begin to express their thoughts and feelings, the pictures are usually unrecognizable.
9Preliterate: Scribbling scribbles but intends it as writingscribbling resembles writingholds and uses pencil like an adult
10ScribblingScribbling looks like random assortment of marks on a child's paper.Sometimes the marks are large, circular, and random, and resemble drawing.Although the marks do not resemble print, they are significant because the young writer uses them to show ideas.
12Early Emergent: Letter-like forms shapes in writing actually resemble lettersshapes are not actually letterslook like poorly formed letters, but are unique creations
13Letter-like formsLetter-like forms emerge, sometimes randomly placed, and are interspersed with numbers.The children can tell about their own drawings or writings.In this stage, spacing is rarely present.
14At this stage, the child begins to draw somewhat recognizable shapes and may tell about the picture. The child may try to imitate writing, as well.
15Emergent: Random-letters or letter strings uses letter sequences perhaps learned from his/her namemay write the same letters in many wayslong strings of letters in random order
16Strings of Letters.In the strings-of-letters phase, students write some legible letters that tell us they know more about writing.Students are developing awareness of the sound-to-symbol relationship, although they are not matching most sounds.Students usually write in capital letters and have not yet begun spacing.
17The Writer: Assigns a message to own symbols Understands that writing and drawing are different, e.g. points to words while readingIs aware that print carries a messageUses known letters or approximations of letters to represent written languageShows beginning awareness of directionality; i.e. points to where print begins
20Transitional: Writing via invented spelling creates own spelling when conventional spelling is not knownone letter may represent an entire syllablewords may overlaymay not use proper spacingas writing matures, more words are spelled conventionallyas writing matures, perhaps only one or two letters invented or omitted
21The child begins to use some letters to match sounds, often using a beginning letter to represent the whole word. They may begin to use left to right progression, but letter reversals are still common
26Fluency: Conventional spelling usually resembles adult writing
27At this level children spell most words correctly, though phonetic based spelling still comes into play when they must spell longer words. They begin to use punctuation marks correctly and use capital and lower case letters in the correct places.