Adult-Student Emergent Writing Interaction Inventory Student Questionnaire Template

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Developed by the Center for Literacy and Disability Studies
Department of Allied Health Sciences, University of North Carolina at Chapel Hill
Bondurant Hall, Suite 1100, CB 7335
321 South Columbia St., Chapel Hill, NC 27599-7335
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Adult-Student Emergent Writing Interaction Inventory
(Adapted from the Adult-Child Interactive Reading Inventory DeBruin-Parecki, 2007, Adapted by Hanser, 8/2009)
Emergent literacy learning is grounded in the rich interactions that students have with others during meaningful literacy activities. Students’ success and engagement in
emergent writing is highly dependent on the quality of this interaction. This inventory has the key elements that adults need to do in order for their students to learn how
to write using an alternative pencil. The inventory can be used to train teachers, teaching assistants, parents, administrators, literacy coaches, OTRs, SLPs, PTs and after
school caregivers. This inventory has been specifically designed for students with significant disabilities, including deaf-blindness.
Enhancing Attention to Print/Braille
Adult Behavior
Observation of Adult
Student Behavior
Observation of Student
Arranges materials so that student’s pencil and resulting
Student attends to materials.
writing are visually/tactually available to the student
Might briefly stop to look or
throughout entire activity, e.g., positions flip chart and
listen and/or reach for pencil,
paper on an easel, uses thick, dark marker to write letters,
device or switch.
Braille flip chart and writing are in a consistent location.
Adult models writing with student’s pencil and uses think
Student attends to adult,
outlouds, i.e., uses color coded eye gaze frame, print/Braille
AAC device and/or pencil.
flip chart, Intellikeys, or switches.
Adult pauses throughout the activity and gives student
Wait time observed:
Student shows interest and
opportunity to process the print or Braille and the pencil.
attention to the print/Braille.
Talk is kept to a minimum.
Adult pauses throughout the activity to allow the student to
Wait time observed:
Student attempts to make a
initiate and carryout a motor response. Talk is kept to a
motor response.
minimum.
Adult offers opportunities to the student to reread their
Student responds to adult and
writing.
may choose or not choose to
reread.
Adult rereads the writing with student and calls attention to
Student attends to adult and
basic concepts about print/Braille, e.g., print/Braille carries
shows interest and attention
meaning, reads print/Braille left to right top to bottom.
to the print/Braille.
1
Score (0-3) 3=most of the time (4 or more times)
2=some of the time (2-3 times)
1=infrequently (1 time)
0=no evidence

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