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Thursday, January 21, 2016
A study conducted by Kathryn Pole, assistant professor in the College of Education's Department of Curriculum and Instruction, is featured in The Reading Teacher, a journal of the International Literacy Association. During the study, which followed 22 kindergarten students at a public school for one school year, Dr. Pole investigated the possiblity that a letter writing exchange between kindergartners and relatives could help develop the students burgeoning literacy skills. The study, called "Why Downt You Riyt Back to Me?," demonstrated that when children have an audience and purpose for writing, their writing and spelling abilities improve. Not only does letter writing improve children's literacy skills, it also helps them develop a stronger connection with relatives. For more information on this study, go to:
To read more about this study, go to: