The WRITE project, led by Dr. Hope K. Gerde and funded by the Institute of Education Sciences, aims to support the development of early reading and writing skills for preschool-aged children, including composing ideas, handwriting, understanding that writing conveys meaning, and spelling. The WRITE System includes iWRITE, a fully online professional learning program for early childhood educators to promote high quality early writing opportunities in the classroom as well as a set of early writing assessment. Through additional funding from the Institute of Education Sciences, we are currently creating two writing assessments, the cWRITE, an assessment to understand children’s current writing skills, and the tWRITE, an observational system to understand how a preschool teacher is supporting their students’ writing and areas where they could improve using the iWRITE.

Publications from this study

• Gerde, H. K., & Bingham, G. E., (in press). Teachers’ beliefs and usage of video exemplars and engagement features of an online professional learning system for promoting early writing. Technology, Knowledge, and Learning. IF: 3.3https://doi.org/10.1007/s10758-023-09702-5
• Gerde, H. K., & Bingham, G. E. (2023). Using the science of early literacy for professional development for writing. In S. Cabell, N. Patton-Terry, & S. Neuman (Eds). Handbook on the Science of Early Literacy. Guilford.
• Bingham, G. E., & Gerde, H. K., (2023). Early childhood teachers’ writing beliefs and practices. Frontiers in Psychology, 14. IF: 3.8 https://doi.org/10.3389/fpsyg.2023.1236652
• Bingham, G. E., Gerde, H. K., Pikus, A. E., Rohloff, R., Quinn, M. F., Bowles, R. P., & Zhang, X. Y. (2022). Examining teachers’ early writing knowledge and practices. Reading and Writing, 35, 2201-2227. https://doi.org/10.1007/s11145-022-10299-x IF: 2.87
• Bingham, G. E., Gerde, H. K., Zhang, C., & Zhang, X. Y. (2022). Supporting the writing development of emergent bilingual children: Universal and language specific approaches. The Reading Teacher, 76(4), 390-399. IF: 1.78
• Chandler, M., Gerde, H. K., Bowles, R. P., McRoy, K. Z., Pontifex, M. B., & Bingham, G. E. (2021). Self-Regulation moderates the relationship between fine motor skills and writing in early childhood. Early Childhood Research Quarterly 57, 239-250. doi: 10.1016/j.ecresq.2021.06.010
• Quinn, M. F., Bingham, G. E., & Gerde, H. K. (2021). Who writes what when?: Examining children’s early composing. Reading and Writing: An Interdisciplinary Journal, 34, 79–107. https://doi.org/10.1007/s11145-020-10063-z

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