Effects of Interactive Writing on Story Grammar Knowledge of Kindergarten Students

Abstract

The study investigated the effects of interactive writing on kindergarten students’ story grammar knowledge as reflected in their written narrative compositions. The results show that the difference in their story grammar knowledge pre-test and posttest scores are significantly affected by the intervention. Specifically, the results suggest that when students undergo interactive writing of narrative text, their story grammar knowledge increases. Through the findings presented in this article, the readers are led to the realization of the need to teach writing as early as the primary years. Furthermore, it highlights interactive writing as one of the effective instructional tools in teaching writing.