• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 1
  • 1
  • Tagged with
  • 3
  • 3
  • 3
  • 3
  • 2
  • 2
  • 2
  • 2
  • 2
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Implementation of a Writing Intervention: Impact on Early Writing Development in Kindergarten and First Grade Writers

Cude, Kellie Carpenter 2011 May 1900 (has links)
Process writing research began with adult writers, eventually expanding to include school age children and more recently, emergent writers. Research at the early childhood level has often been directed at specific aspects of writing development rather than an examination of process writing development. This study used pre-existing writing samples to examine writing development in kindergarten and first grade over the course of the school year following the district-wide implementation of a writing process based intervention. The intervention utilized a writing workshop approach to teach the writing process with the addition of two elements: picture plans were used to support emergent writers’ prewriting plans, and teachers focused on a single teaching point to target writing instruction. Beginning and end of year samples from 138 kindergarten and 106 first-grade students from three elementary schools in a medium-sized, public school district in the southwestern United States were used for this study, yielding a total of 488 samples. The samples were scored to investigate the change over time on four outcome measures: quantity of words produced, attributes of prewriting picture plan, evelopmental level, and handwriting. In addition, the impact of fidelity to the intervention features was explored in relation to the four outcome measures. Fidelity to implementation was scored on each of the 10 separate aspects of the intervention: student choice for topics, reading-writing connections, prewriting, peer conferencing, teacher conferences, minilessons, revision, editing, publishing, and modeling. Overall, the study found that the greatest change over time in kindergarten and first grade was in the developmental level. There were also large effects for quantity of words produced and handwriting. A regression analysis was conducted to determine which aspects of the intervention feature were most critical to early writing development. Student choice had a significant positive association with all four dependent measures. Minilessons had a significant association with developmental level and handwriting; other significant positive associations included revision with quantity of words produced, and editing with planning. The findings suggest these features of writing workshops should be included in interventions designed to foster early writing development.
2

The Impact of Collaborative Talk During Writing Events In a First Grade Classroom: A Qualitative Case Study

Kaiser, Brigette A. 11 September 2014 (has links)
No description available.
3

LEARNING TO RETELL STORIES THROUGH COMPARATIVE TEACHING: WRITING AND DRAWING

Lindle, Rachel L 01 January 2014 (has links)
Students who are emergent readers and writers are often difficult to assess, as they are unable to communicate understanding in writing. From my observations, these students communicate ideas best through concrete forms of expression, rather than the abstract formation of letters and writing that is unfamiliar to them. Drawing provides an alternate form of expression from writing. Based on information found in literature review and personal experiences from working with students who are emergent readers and writers, pictures and drawings are a bridge to communicate ideas with these students. This form of expression and communication may be a useful assessment tool for students at this developmental stage. The purpose of this research study is to test the hypothesis that retelling using visual art representations of the story will yield positive results.

Page generated in 0.1212 seconds