Interactive writing in preschool: A qualitative study of a literacy coach, two preschool teachers, and four-year-old children

The purpose of this thirteen week study was to examine the interactions of a literacy coach, two teachers, and their 29 white children as they engaged in interactive writing in a preschool center housed in an elementary school building that is part of a public school district in a rural, Midwestern section of the United States. In addition, this study examined the literacy learning and growth that occurred as it related to the interactive writing sessions.This study investigated the following four questions. (1) What are the interactions that occur between teachers and four-year-old children during interactive writing sessions? (2) What types of literacy support are provided by the classroom teachers during interactive writing sessions? (3) What types of literacy support are provided by the literacy coach during interactive writing sessions? (4) What literacy knowledge is demonstrated by four-year-old children when involved in interactive writing?A qualitative descriptive research design was used to investigate the discourse interactions that took place during the interactive writing sessions. Ongoing data analysis was used to develop a coding scheme in order to interpret the multiple data sources.Three findings emerged from the analysis of the data. First, the discourse interactions that occurred between the teachers and the children during the interactive writing sessions were within the components of composing, transcribing, reading, and classroom management. Second, the literacy coach supported both the teachers and the children through demonstrations of the interactive writing sessions. The literacy coach also supported the teachers through debriefing the sessions. Third, the children revealed emergent literacy during the study.In conclusion, the teachers learned to observe the children's emergent literacy and adjusted their support accordingly. The children revealed emerging literacy knowledge, transferring the knowledge to daily activities. The literacy coach learned the importance of the debriefing opportunities.Three implications emerged from the study. The first implication is that interactive writing is an appropriate activity for preschool children and teachers. The second implication is that preschool teachers can use interactive writing to teach many components of literacy. The third implication is for continued research in preschool education and writing.