Open Access Capstone
Doctor of Occupational Therapy (OTD)
Background: Providing extended opportunities for early writing and early literacy for preschool children into the lessons will enhance their writing skills. Purpose: The purpose of this capstone was to examine the effectiveness of providing a structured early writing plan to the preschool children to promote writing development and early literacy skills.
Theoretical Framework. The Model of Human Occupation (MOHO) guided this study. Methods. This quasi-experimental research measured the emerging writing and early literacy levels of a selected group of 12 preschool students. The Learning Without Tears (LWT) Pre-k Assessments, the Readiness & Writing, and the Language & Literacy were used as assessments to collect data. The data acquired was used to compare the pre and post-interventions results. Results. Data was only obtained from the first 2 weeks of the intervention out of the 6 weeks originally planned, because the study was terminated prematurely due to the COVID-19 epidemic. The Wilcoxon Signed Rank Test convey that the pre-and post test scores were not statistically significant, except for one of the Checklist items #17, that was statistically significant. The comparison of the work samples pre and post presented that some students had improved in their drawing and writing based on the assessment criteria.
Conclusions: LWT work samples and investigator observations reveal clinical differences and growth in the participants’ writing, but there didn’t turn out to be much of a statistical difference. This is due to the effect COVID-19 had on the duration of the study.
Julie Duckart, Ph.D., OTR/L
Jennifer Hight, OTD, OTR/L
2020 Claudia M. Ortiz
Ortiz, Claudia M., "PROMOTING WRITING DEVELOPMENT IN PRESCHOOLERS" (2020). Occupational Therapy Doctorate Capstone Projects. 59.
IRB Approval Number (if applicable)