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1	Exploring indicators of writing proficiency in beginning writers / Paramo, Deena M., January 2006 (has links) Thesis (D. Ed.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 63-71). Also available for download via the World Wide Web; free to University of Oregon users.
2	Exploring the Influence of Digital Writing on Primary Students' Revisions of Informational Text: A Formative Experiment Jorgensen, Alayne Leavitt 01 May 2019 (has links) This study investigated the use of explicit revision instruction and digital writing during writing workshop with 21 students in a mainstream second-grade classroom. The pedagogical goal guiding this study was to improve revisions in informational writing and overall writing quality. Students’ informational writing quality scores significantly improved from pre-to post-assessment. Throughout the intervention, collected data included tallies of the types and amount of revision in student writing samples, the overall quality of student informational writing prior to and after revision, and teacher journal entries. Students were able to revise their informational writing independently. Students’ informational writing scores were higher post-revision, with the addition of words correlating with higher scores. The sample size was insufficient to determine the relationship between the number or type of revisions and increased writing scores. The intervention implemented in this study provided students with instruction that enabled them to utilize revision independently to improve the overall quality of their informational writing. The digital application lent itself to easier manipulation of the text, encouraging students to revise. Findings from this study revealed that students’ informational writing moved from below grade-level competency to at or above grade-level competency in three iterations across 6 weeks. elementary writing revision instruction digital writing formative experiment informational text Education
3	Elements of Professional Development That Influenced Change in Elementary Teachers' Writing Instruction Shumway, Jill Brown 09 July 2010 (has links) (PDF) Teacher quality has been identified as the most crucial factor in raising student achievement. In order for teachers—and consequently their students—to be successful, teachers must participate in life-long career development. For this reason, a great deal of time and resources are spent on professional development. However, professional development for teachers is not always effective. This study was aimed at identifying those elements that led to success in professional development conducted in one rural Utah school district. The study operated within the theoretical framework of Appreciative Inquiry, which consists of collecting evidence by interviewing successful participants to gather stories that reveal what works best in an organization. For this study, four elementary teachers in the district were identified as having made positive changes in their classrooms as a result of participation in the professional development. These teachers were interviewed and their stories were recorded. Then, their stories were analyzed and the following common themes emerged: validation, modeling with children, "doable" practices, reanimation of previously learned content and desire to learn more. These themes were then categorized into two sections that represent instructional strategies used by the presenter and teacher behaviors that were influenced by the identified instructional strategies. While research has identified many elements of quality professional development programs, these additional elements that emerged deserve further investigation. Results may provide useful information when designing professional development that will encourage teachers to take up promoted practices. Teacher Change Teacher Belief Teacher Practice Teacher Education Teacher Professional Development Teacher In-service Elementary Writing Instruction
4	Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students Maxwell, Lyndi R. 25 August 2015 (has links) No description available. Early Childhood Education Elementary Education Language Arts Literacy early childhood writing development elementary writing development text structure written expression audience awareness written speech voice reading comprehension friendly letters
5	Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners Perkins, Christina Jacqueline 23 April 2019 (has links) Second language (L2) learners are a growing population in Canadian school systems, and acquisition of literacy skills is critical to their success in Canadian society. While much research has been devoted to writing development in first language (L1) learners, text-level writing remains relatively underexplored in L2 populations. The present study sought to address this gap by considering the relative contributions of component oral language and word-level literacy skills to writing in elementary students speaking English as a first (EL1) or second (EL2) language. A sample of 124 kindergarten students (56 EL1, 68 EL2) and 112 grade three students (51 EL1, 61 EL2) completed a battery of standardized measures assessing oral language, word-level literacy, and writing skills. An ordinary least squares (OLS) regression-based mediation path analysis was used to test associations among oral language, word-level literacy, and writing skills in each group. Results indicated that word-level literacy skills had a significant direct effect on writing in all groups, but that oral language had no significant direct effect on writing in any groups. Instead, the effect of oral language on writing was significantly mediated by word-level skills in the kindergarten EL1 and EL2 groups, and the grade three EL1 group. The indirect effect of oral language on writing through word-level skills was not significant in the grade three EL2 group. Despite this, no significant differences in variable associations were found between EL1 and EL2 groups in either grade. Oral language skills were additionally found to have a significant effect on word-level literacy skills in the kindergarten EL1 and EL2 groups and the grade three EL1 group; the significance of this effect in the grade three EL2 group was unclear. Results of this study are discussed in relation to existing literature, and existing theories of L1 and L2 writing. / Graduate English as a Second Language EL2 Oral Language Skills Word-Level Literacy Skills Second Language Learners Path Analysis ELL ESL Writing Simple View of Writing Elementary Writing Kindergarten Grade Three Literacy Education Indirect Effect Primary Grades Component Skills Writing Components Word Level Literacy Skills Mediation Analysis Oral Language Second Language L2 Writing Outcomes Text-Level Writing Text Level Writing Writing Composition

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