The writing process approach is recognized as an effective instructional practice for engaging children in the writing process and developing emerging writing skills. The writing conference is an integral component of the writing process. One-on-one conferencing sessions create differentiated instructional spaces for teachers to respond to the individual needs of learners. Understanding how teachers leverage conferencing sessions to effectively engage and support young learners’ writing remains a limited area of research. This case study documents one experienced teacher’s conferencing practices with 19 first-grade writers. Findings show conferencing conversations worked in an integrated, multidimensional way to support young writers. Conferencing dimensions leveraged children’s funds of knowledge, questioning and affirming statements, and writers’ craft components to nurture relationships and offer feedback aligned with children’s zone of proximal development.

写作过程方法被认为是让儿童参与写作过程和发展新兴写作技能的有效教学实践。写作会议是写作过程中不可或缺的组成部分。一对一的会议为教师创造了差异化的教学空间，以响应学习者的个人需求。了解教师如何利用会议来有效地吸引和支持年轻学习者的写作仍然是一个有限的研究领域。本案例研究记录了一位经验丰富的教师与 19 位一年级作家的会议实践。研究结果表明，会议对话以一种综合的、多维的方式为年轻作家提供支持。会议维度利用儿童的知识资金、质疑和肯定的陈述以及作家的手艺组成部分来培养关系并提供与儿童最近发展区一致的反馈。