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ERIC Number: ED327846
Record Type: RIE
Publication Date: 1990-May
Pages: 93
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Writing: Parents and Children at Work.
Jones, Barbara; And Others
A 7 month study evaluated a parent education program designed to inform parents of second- and fourth-graders about the writing process and the teaching of writing. A secondary goal was to evaluate the effect of teaching writing as a process upon the children's attitudes toward writing. The participants (37 parents, 15 second-graders, and 17 fourth-graders) responded to two attitude instruments (one for parents; one for children) as pre- and post-program measures. Two writing workshops for parents were offered in the evening while the children participated in writing workshops during the school day. Newsletters summarizing the main points of the workshops were sent home to reach those who could not attend. Both parents and children wrote original pieces which were published and shared at a "Celebrate Writing" night. The pre- and post-surveys showed no significant changes in the parents' attitudes; it appeared they were knowledgeable and had positive attitudes toward the process approach from the start. There were changes noted for the children. The second-graders showed a significant gain in their willingness to revise; select their own topics; and write letters, journals, and stories. The fourth-graders reported revising more often and were more interested in writing stories and notes. (Appendixes include the Writing Attitude Scale for Parents, Writing Attitude Scale for Students, Appraisal Survey by Parents, invitations to parents, writing workshop newsletter, and eight tables of data. Nineteen references are attached.) (Author/MG)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Childrens Writing; Writing Development
Note: Project supported by an ART Grant from William Paterson College. Some words may not be completely legible because of broken type.