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ERIC Number: ED331012
Record Type: RIE
Publication Date: 1986
Pages: 77
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Reading-Writing Relationship: The Effect of Reading Dialogue Journals on Seventh and Eighth Graders' Reading Comprehension.
Wolter, Sharon Kaiser
A study investigated whether students instructed in the use of dialogue journals in reading classes would show a significant increase in reading comprehension as compared to students who did not use dialogue journals in reading class. Subjects, 77 seventh- and eighth-graders in an Iowa School, were assigned to either experimental or control groups. Students in the experimental groups wrote in their dialogue journals instead of doing workbook pages or skillsheets. Groups met with their reading teachers 42 minutes per day for five months. Results showed highly significant differences between the means of the scores from the two groups, indicating that reading methodology which incorporates expressive writing results in significant improvement in students' reading comprehension. (Five tables of data are included and 62 references are attached. Appendixes include letters to students and parents.) (SR)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Expressive Writing; Fort Dodge Community School District IA
Note: M.S. Thesis, Iowa State Univesrity. Presented at the Annual Meeting of the Midwestern Association for the Education of Young Children (Des Moines, IA, April 17-20, 1991). Best copy available.