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While research demonstrates the importance of writing in early literacy, school standards and practices do not necessarily operate with this understanding. This action research, conducted in a kindergarten class in an international school in Ethiopia, investigates how students develop identities as writers, the relationship between their writing and reading development, and the implications of this for teaching. Data was collected in the form of personal interviews, writing samples, reading assessments, and anecdotal observations. The results show that in contexts that support and value writing, kindergartners see themselves as writers before they write conventionally and before they begin to read. This study demonstrates the importance of writing to kindergartners and underscores its crucial role in the context of literacy development.