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No description available.

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No description available.

The purpose of this project is to provide beginning teachers or teachers new to writing instruction with a step-by-step guideline for implementing writer's workshop in a K-3 classroom. The first eight weeks of writer's workshop are outlined and defined complete with prompts and reflections teachers can use to make this strategy responsive to the needs of their students.19 440 0 Thesis (M.A.)--California State University, San Bernardino, 1998.

This thesis, the outcome of nearly three years of preparation, including study, development of procedures, trial and observation, was begun in an attempt to answer the following questions: How may original writing among elementary pupils be motivated successfully? Can positive feelings about self be promoted to a measurable degree as a result of emphasizing individual oral and written expression? Although much thinking and evaluating occurred during the three years, the experimentation and results reported here are limited to the work accomplished and findings obtained during the third year. The twenty-six children involved in this study were third-year elementary pupils, whose ages ranged from seven to nine years. During the experimental period, listening, speaking, thinking, and writing were emphasized in the language arts program. A variety of topics provided subjects for written composition. To test the hypothesis that a measurable increase in self concept or self report ratings could be brought about by experiencing feelings of success and acceptance as a result of self-expression in writing, the Piers-Harris Children's Self Concept Scale was administered to two third grade classes, the experimental group and a control group, at the beginning and at the conclusion of an eight-week experimental period. Average reading scores from the Metropolitan Achievement Test, Form F, were available as an index to the ability of the two groups. During the experimental time, a writing topic was presented to the experimental group daily. Questions were used to promote discussion, elicit ideas, and encourage thinking and interest. When the majority of the group members had participated orally, and appeared to be interested and involved, paper was distributed and writing was begun. The writer could choose the form his writing was to take, and a variety of ideas could be derived from the topic presented. The result might be an account of a personal experience, original imaginative writing, rhymed or unrhymed verse, or a factual report. At the conclusion of the eight-week experimental period, self report scores of the two groups were compared. To demonstrate a significant change in score from the initial to the final report, a difference in individual raw scores of ten or more points was required. The raw scores of four subjects in the experimental group, and two subjects in the control group increased by ten or more points. However. the findings of this study indicated no significant differences to the self concepts of children in the experimental group as compared to the self concepts of children in the control group as a result of the writing treatment.

This study describes the developmental movement of kindergarten children from oral language toward written communication. The study describes and documents evidence of a sample of kindergarten children as they interact with print concepts in a kindergarten environment. The subjects were thirty kindergarten students randomly selected from three specific kindergartens identified as implementing the Key Vocabulary approach of Sylvia Ashton-Warner. The classrooms were public school kindergartens located in a suburban area of North Central Texas. From the findings several conclusions can be drawn. The learning of kindergarten children can be documented and a profile of that learning can be developed that will have possible future use in the learning career of the child. Kindergarten children may perceive the reading of a story to the group differently from the teacher. The perception of the process of writing by kindergarten children may be different from that of adults. There was evidence of children's writing in their movement from oral language toward print.

Thesis (M. Ed.) -- University of Limpopo, 2018 / The importance of programme evaluation is acknowledged by many authors. However, less emphasis is given to understanding programme implementation (Duttweiller & Dayton, 2009; HSRC: South African National Health and Nutrition Examination Survey, 2012; Romm and Dichaba, 2015). Simply assessing a programme impact without a clear understanding of the degree to which the programme was actually implemented can result in inaccurate findings. The effective evaluation of both programme impacts and implementation can provide a more holistic perspective of programmes and an increased ability to identify and share best practices or weaknesses of programmes (Duerden and Witt, 2012). The purpose of this study was to evaluate the implementation of the Reading and Writing Instruction Programme (RWIP) in two primary schools situated in Lobethal Circuit. A qualitative approach was adopted using a case study design. Data collection was done through observations, interviews and documents analysis. A thematic approach was used to analyse the data while conclusions were drawn based on the themes that emerged during data collection and analysis. The results of the study indicate that there is implementation of the RWI programme. However, schools differ on how they apply the strategies that are outlined in the programme. The study recommends that there should be strong collaborations between Room to Read, schools, communities, circuit, district and provincial offices so that everyone understands the key components/elements of the Reading and Writing Instruction (RWI) Programme and how to apply them.

Research questions addressed whether (1) the instruction was effective, (2) performance on persuasive tasks differed by grade level following instruction, (3) performance on persuasive tasks differed by Piagetian developmental level following instruction, and (4) whether performance differed between monolingual and bilingual subjects. Students wrote four persuasive compositions for assessment, two before instruction was administered and two after instruction. Knudson's holistic scoring rubric was used to evaluate essays for overall quality. Other measures of writing were evaluated including the number of words students used in their writing, the number of reasons included in the essay, the number of reasons per hundred words, and whether the paper had a conclusion or not. Further, the number of elaborations used in the paper was determined, as well as the number of elaborations per hundred words, and the ratio of the number of words used in elaborations compared with the total number of words in the composition.