McCaffrey, Taylor2019-05-092019-05-092019-05-09http://hdl.handle.net/11603/13819The purpose of this study was to determine if fourth-grade students’ reading comprehension would be impacted by the implementation of a Writer’s Workshop during the ELA instructional block. The measurement tool was the mid-year on-grade level Fountas and Pinnell reading comprehension assessment for fourth grade. This study involved the use of a pretest and posttest design to measure the data collected from the Fountas and Pinnell reading comprehension assessment for two groups of students, upper-level readers and lower-level readers. After the Writer’s Workshop was implemented for two weeks, student comprehension scores significantly improved for the lower-level readers and did not significantly improve for the upper-level readers. Research in this area should continue as there is not enough evidence to support that it was solely the Writer’s Workshop that improved lower-level student scores. Other factors such as reading at home, reading level, reading during the school day, interdisciplinary activities, and lessons could also play a role in increasing student achievement in reading comprehension. Though writing has now become a key action in Baltimore County Public Schools, it is inconclusive to whether this is a primary factor in boosting reading comprehension amongst students.39 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Education -- Research papers (Graduate).Text