The three authorial dimensions and three secretarial dimensions of writing were well defined statistically. The analysis of data showed a clear conceptualization of the authorial and secretarial aspects of writing, as reflected in a tool for analysing writing. The research also considered whether there were underlying clusters of students who were engaging with the various dimensions in differing ways as they learned to craft texts. Specifically, this research aimed to consider the relationships between the authorial and secretarial aspects of writing, in order to support formative assessment and teaching. The research discussed here examined six dimensions of early writing-text structure, sentence structure, vocabulary, spelling, punctuation, and handwriting-and how each dimension relates to message construction. Studies of early writing recognize that learning to write is a complex process requiring students to attend to the composition of the text and the transcription of the ideas. However, there is a need for a more coherent transition between the two settings that account for what is known about early years' writing development. Children in this study developed their pre-writing skills in preschool and continued with more formal ways of learning how to write in primary education. There is a more free environment for teachers to organise activities in terms of children's needs and abilities in preschool education, whereas a more product-based approach shapes pedagogy in primary education. Data indicate that children engage with different activities in these two settings, and teachers adopt different teaching approaches. This study traces early writing skills developed by children in preschool and primary classrooms in order to answer the following questions: How are teaching practices in the two contexts similar or different? Is there continuity between preschool education and primary education? How do children in these settings respond to these different contexts? Qualitative data collected from the same cohort of children as they moved through the end of preschool and the beginning of primary education show children's responses to different classroom practices. The study was carried out in three preschool and three primary classrooms located in a city in the middle of Turkey with four children from each class, a total of 12 focus children, and a total of six teachers, the teacher of each class. The main purpose of this study is to understand children's early writing development within these learning contexts. Despite the importance of continuity between educational phases, little is known about continuity/discontinuity in writing instruction across preschool and primary education.
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