Browsing by Subject "Writing -- Research"
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Item The Effect of Metacognitive Training for Writing on Attention to Detail of First Graders(2014-05) Seibert, Kirsten; Masters of EducationThe purpose of this study was to examine the effectiveness of a metacognitive training method involving a writing checklist that was designed to help first graders become more attentive to detail in their writing assignments and focus more productively during their class work time. The intervention group (n = 20) and the control group (n = 13) came from a convenience sample. This study had a pretest/posttest design that used as its dependent variable a researcher-designed writing prompt and rubric that produced an Attention to Detail score. The pre-test was used to confirm that the two groups did not differ on Attention to Detail scores prior to the intervention. After the intervention group had explicit instruction and 15 days experience in using the checklist on daily writing assignments, the two groups were given the post- assessment. The mean Attention to Detail scores on the post-intervention writing test of the intervention group (Mean = 10.60, SD = 1.98) did not differ significantly from the mean Attention to Detail scores of the control group (Mean = 9.38, SD = 3.40) [t(31) = -1.30, p > .05). Implications, limitations, and ideas for future research are discussed.Item The Impact of Direct Spelling Instruction on Reading and Writing Skills in a Fourth Grade Classroom(2014-05) Uddeme, Tina; Masters of EducationThe purpose of this study was to determine the impact of direct spelling instruction on the reading and writing skills of grade four students. The researcher wished to determine whether students who received an intensive, teacher-directed, structured spelling instruction program would be able to spell more accurately and perform better on reading and writing tasks than students who did not receive this instruction. Assessments included the Words Their Way Elementary Spelling Inventory (2008) and the Fountas and Pinnell Reading and Writing Benchmarks (2011). This study involved the use of a pretest/posttest design to compare pre and post-intervention data over a one-month period. Results indicated no significant difference in the spelling, reading and writing gains of the treatment and control groups. However, the treatment group did exhibit slightly larger gains than the control group in all three areas assessed. This study was an example of the benefits of teachers using informal and formal data to improve their instruction and the progress of their students. Research in the area of direct spelling instruction and its impact on reading and writing skills and the collection and use of data should continue in classrooms to determine the effects of improving spelling skills on students’ achievement in other subjects.