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dcterms.accessRightsThere are no restrictions on access to this document. An internet release form signed by the author to display this document online is on file with Towson University Special Collections and Archives.
dc.contributor.advisorWizer, David R.
dc.contributor.authorThomas-Fuller, Mila
dc.contributor.departmentTowson University. Department of Educational Technology and Literacy
dc.date.accessioned2015-12-17T19:17:35Z
dc.date.available2015-12-17T19:17:35Z
dc.date.issued2014-02-28
dc.date.submitted2014-01
dc.description(Ed. D.) -- Towson University, 2014.
dc.description.abstractAt present, graphic organizers have become recognized instructional tools to help support students as they write. The purpose of this study is to examine the impact of paper-based and digital graphic organizers to improve persuasive writing of fourth and fifth grade students. A quasi-experimental study with a comparison design with pre-test and post-tests was used with the switching replication method. The population consists of sixty-seven public and private school students in fourth and fifth grade. The most prominent results indicate that the use of a digital graphic organizer first, leads to significant improvements in the following five writing outcome areas: goal statements, reasoning statements, supporting arguments, conclusion statements, and overall scores. Likewise, female students also showed significant improvements in all five writing outcomes. Comparable to digital, the use of paper-based graphic organizers first, resulted in significant improvements in three areas: supporting arguments, conclusion statements, and overall scores. For older students (aged 10-11), the use of both paper-based and digital graphic organizers first, leads to significant improvements in the following five writing outcome areas: goal statements, reasoning statements, supporting arguments, conclusion statements, and overall scores. The overall results indicate that graphic organizers yield significant improvements in the persuasive writing of fourth and fifth grade students. Furthermore, a consistent finding throughout this study is that the use of paper-based and digital graphic organizers results in significant improvements in these three areas: supporting arguments, conclusion statements, and overall scores.
dc.formatapplication/pdf
dc.format.extentxii, 212 pages
dc.genredissertations
dc.identifierdoi:10.13016/M2C99K
dc.identifier.otherDF2013Thomas-Fuller
dc.identifier.urihttp://hdl.handle.net/11603/1898
dc.language.isoeng
dc.relation.ispartofTowson University Archives
dc.relation.ispartofTowson University Electronic Theses and Dissertations
dc.relation.ispartofTowson University Institutional Repository
dc.rightsCopyright protected, all rights reserved.
dc.titleThe impact of digital and paper-based graphic organizers on the persuasive writing process of fourth and fifth grade students
dc.typeText


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