ERIC Number: EJ1048444
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study
Jones, Cindy D'On
Journal of Educational Research, v108 n1 p35-44 2015
This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a traditional writing instruction control group. Results revealed significant differences among the 3 methods of instruction for influencing student learning of compositional writing skills. Implications of these findings are discussed.
Descriptors: Writing Instruction, Kindergarten, Writing Achievement, Teaching Methods, Writing (Composition), Writing Skills, Regression (Statistics), Multivariate Analysis, Comparative Analysis, Writing Workshops, Interaction, Beginning Writing, Protocol Analysis, Pretests Posttests, Preschool Teachers
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Psycho Educational Battery
Grant or Contract Numbers: N/A