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A retrospective study of the impact of a writing process program on the academic achievement of second, third, fourth, and fifth grade students.

机译：一项写作过程计划对二，三，四年级和五年级学生的学术成就的影响的回顾性研究。

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摘要

Most students in the United States do not possess adequate writing skills. On the National Assessment of Educational Progress (NAEP) writing assessment and the California Language Arts CST (California Department of Education, 2004; Persky, Daane, & Jin, 2002) less than half the students who took the test scored at grade level.;The purpose of this dissertation was to determine if teacher training in a writing process program titled Every Child a Reader and Writer (ECRW), and classroom instruction in ECRW was effective as measured by standardized test scores and if so, which components of the writing process made it effective.;This was a retrospective study which took place over a three-year time period and investigated the relationship between writing instruction and student achievement in grades two through five. Teachers in a school district received training in ECRW in stages. Total CST scores of students were collected as well as scores on the five subtests. Three of the subtests measure achievement in reading: vocabulary, comprehension, and response to literature. Two of the subtests measure achievement in writing: written conventions (spelling, punctuation, and grammar) and writing strategies.;Teachers were administered a survey asking about teaching techniques used to teach writing in order to determined which teaching techniques affect writing achievement. Students were divided into two groups: less trained and more trained. Using analysis of covariance to control for gender, ELD level for year 1, and total CST scores for year 1, a significant effect for training in ECRW was found on third year CST writing scores, but not on reading scores. Unfortunately not enough variability was demonstrated on the teacher questionnaire data to link writing process components to achievement. Implications for future research and practice are described.
机译：美国的大多数学生没有足够的写作能力。在国家教育进展评估（NAEP）写作评估和加利福尼亚语言艺术CST（加利福尼亚教育部，2004； Persky，Daane和Jin，2002）上，只有不到一半的学生通过了年级考试。本文的目的是确定通过标准化考试成绩衡量的名为“每个孩子都是读写者的孩子”（ECRW）的写作过程计划中的教师培训和ECRW中的课堂教学是否有效，如果是，则写作过程的哪些组成部分是一项回顾性研究，历时三年，研究了二至五年级的写作指导与学生成绩之间的关系。一个学区的教师分阶段接受了ECRW培训。收集了学生的全部CST分数以及五个子测验的分数。三个子测验衡量阅读成绩：词汇量，理解力和对文学的反应。其中两个子测验衡量写作成绩：书面惯例（拼写，标点和语法）和写作策略。；对教师进行了一项调查，询问用于教写作的教学技巧，以确定哪种教学技巧会影响写作成绩。学生分为两组：训练有素的人和训练有素的人。通过使用协方差分析来控制性别，第一年的ELD水平和第一年的CST总分，发现ECRW培训对第三年CST写作分数有显着影响，但对阅读分数没有影响。不幸的是，在教师问卷数据上没有显示出足够的可变性来将写作过程的组成部分与成绩联系起来。描述了对未来研究和实践的影响。

著录项

  • 作者

    Gamble, Myra.;

  • 作者单位

    University of San Francisco.;

  • 授予单位 University of San Francisco.;
  • 学科 Education Language and Literature.;Education Elementary.;Education Reading.;Language Rhetoric and Composition.
  • 学位 Ed.D.
  • 年度 2007
  • 页码 141 p.
  • 总页数 141
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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