Parents’ facilitation of young children's writing

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Abstract
This study investigated the impact of a home composing curriculum on kindergarten children's concepts about print (a measure of reading readiness), writing fluency (the number of words children can write), and writing achievement. In addition, the study investigated gender differences on the above measures, types of writing done by children at home, and family members with whom children wrote. The treatment group was found to be significantly higher on the Concepts about Print test, writing fluency, and the first post‐test of writing achievement. There were no significant gender differences on any of the measures. Data from parent response sheets indicated that these children wrote notes, letters, and lists more than other types of writing. They wrote with their mother or alone more often than with other family members. The findings of this study suggest that a flexible home composing curriculum, combined with the sharing of writing at school can have an impact on reading readiness, the number of words children can write, and possibly writing ability.

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