The Development of Writting Skills in the Course of the First Grade Using the Analytical-Synthetic Method and the Genetic Method
Abstract
The article describes the development of writing skills in the process of early writing teaching during the first grade in the elementary school, as were observed in Three-stage model of care researchet, which aimed to verify preventive intervention model of care for pupils with difficulties in acquiring reading and writing at an early literacy development. Children who were included in this project (N = 467) were taught by the analytic-synthetic method or a genetic method of teaching reading and writing.
Children were tested two times - in half of the first class and at the end of the first class. Within each method the development of writing skills and the content of writing was monitored as the differences between the two methods were recorded.
For the writing assessment the original rating scale was designed. It included an evaluation of the content of writing, the percentage of errors, error handling and the graphical parameters of writing.
The assessment was inspired by foreign approaches for assessing writing, but also by approaches that are used in counselling for determining levels of difficulties in writing. In each of the monitored area a number of indicators were found, enabling the assessment of writing in means of each quality, but also in the general overall evaluation of the written product of each student.
This paper focuses on the pupil's writing with an emphasis on typical errors that occur during this period, and on the other aspects of the writing that most students perform without difficulty, all depending on the method of teaching reading and writing. The aim was also to capture the significant differences between synthetic and analytic-genetic method for first grade pupils.