Costella, LawrenceMller, NatashaBruce, Robert2020-05-132020-05-132020-05http://hdl.handle.net/11603/18615The purpose of this study was to determine the effect of grammar instruction, delivered through a combination of direct instruction, grammar in a literary context, and grammar in a writing context, on grammar achievement scores of high school English students. The measurement tool was a multiple-choice grammar pretest and posttest. The sample consisted of twenty-eight general education students in an 11th grade English class. The study was conducted over a four-week time period, and the treatment produced positive results. It was determined that significant improvement on grammar assessment was achieved by teaching students through a mix of direct instruction and grammar in context. Research should continue in this area with a focus on combining multiple teaching strategies, conducting studies for extended periods, and utilizing student writing as an assessment tool.31 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.Attribution 3.0 United StatesGrammar InstructionGrammar in ContextHigh School GrammarGrammar Teaching StrategiesEducation -- Research papers (Graduate).Text