| Although researchers have studied parental involvement and reading achievement, few have examined the effects of parental involvement on young children's developmental writing. The purpose of this study was to explore the relationship between parent involvement in a writing workshop and the writing development of kindergarten students in an emergent literacy classroom. Drawing from the constructivist theory, the study was designed to explore children's gains achieved by working with peers and adults. Differences in student writing scores among 54 students were compared between children whose parents attended a writing workshop offering strategies on how to help a kindergartener evolve as a developing writer and those who did not. Writing samples were scored using the Developmental Stages of Writing rubric. ANCOVA analysis indicated no significant differences in adjusted mean writing scores between students whose parents attended and those who did not, F(1, 51) = 1.86, MSE = 1.33, p >.05. Despite this result, a significant factor to this study was parental interest in understanding how to nurture their children's development as writers. Social change can result from an increased understanding of how to develop young writers. This study offers implications for positive social change by engaging parents and creating a learning environment for parents on how their writer develops. With the development of young writers, educators and parents can assist in establishing a society of productive and discerning citizens. |
