The Impact of Literacy Small Group Instruction on Writing Growth in Kindergarten

Date of Award

Summer 7-28-2023

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Michael Coquyt


The purpose of this study was to investigate the impact of literacy small group instruction on writing growth in a kindergarten classroom. The information gained from this research is essential in supporting educators in understanding and teaching early literacy skills. This study took place in a Midwest Minnesota elementary school with 16 kindergarten students being monitored for data purposes. The researcher modeled and taught literacy skills and concepts daily with four students using explicit literacy instruction over the course of four weeks. The research design was a qualitative study using observations collected through a dictated sentence at the beginning and end of the study. The data and results indicate a positive impact on student writing growth with the implementation of the literacy small group instruction. This study’s findings imply that implementing this literacy small group instruction positively affects students’ writing growth.

Abstract only: No full text available.