The iWrite Project

The WRITE project aims to support the development of early writing skills for preschool-aged children, including handwriting, understanding that writing conveys meaning, and spelling. The WRITE System includes iWRITE, a training program for early childhood educators to teach the most effective methods for supporting children’s early writing. We are currently creating two additional components, 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. 


Recent Publications from this Work:

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 Journal34, 79–107.

Thomas, L. J., Gerde, H. K., Piasta, S. B., Logan, J.A.R., Bailet, L., &  Zettler-Greeley, C. (2020). The early writing skills of children identified as at risk for literacy difficulty. Early Childhood Research Quarterly, 51, 392-402.

Bingham, G. E., Quinn, M. F., McRoy, K., Zhang, X., & Gerde, H. K. (2018). Integrating writing into the early childhood curriculum: A frame for intentional and meaningful writing experiences. Early Childhood Education Journal, 46(6), 601-611

Gerde, H. K., Goetsch, M. E. & Bingham, G. E. (2016). Using print in the environment to promote early writing. The Reading Teacher, 70(3), 283-293. doi:10.1002/trtr.1508

Quinn, M. F., Gerde, H. K., & Bingham, G. E. (2016). Help me where I am: Scaffolding writing in preschool classrooms. The Reading Teacher, 70(3), 353-357.

We encourage graduate students to apply!