Emergent Writing in Kindergarten and the Emergence of the Alphabetic Principle

Abstract

This chapter focuses on effective learning and teaching to write in kindergarten, considering L1. The research is part of a larger program that aims at exploring the relationship between learning to write and learning to read in the classroom, from kindergarten to grade two, where spelling becomes autonomous (children from 4 to 8 years old; see Rieben {\&} Saada-Robert, 1997; Saada-Robert {\&} Balslev, 2001). The actual results focus on the impact of emergent writing practices on the awareness of the alphabetic principle in a comprehensive way. They point out the benefit of teaching writing simultaneously with reading, from the very beginning of school culture acquisition.