ERIC Number: ED333339
Record Type: RIE
Publication Date: 1989-May-20
The Effect of Personal Journals on Fourth Grade Students' Attitudes toward Reading and Writing.
Cothern, Nancy B.
A study investigated the relationship between beliefs and attitudes toward reading and writing, and the effect of personal journal writing on attitudes and beliefs. Subjects, four intact classes of 95 fourth-grade students enrolled in two public schools in a southeastern metropolitan area, were randomly selected to participate in the study. In each of the schools, one experimental and one control group was randomly selected. Subjects in the experimental groups were instructed in journal writing techniques and wrote in their journals three times per week for six weeks. For the control group, two 15-minute observations were conducted weekly. Reading and writing attitudes were measured before and after intervention. Results indicated that journal writing caused positive reading and writing attitudes to decrease. Analyses of extreme attitudes within the group indicated that after journal writing, students reporting negative attitudes toward writing demonstrated increased positive reading attitudes; and students reporting negative attitudes toward reading demonstrated increased positive reading attitudes. Beliefs did not reflect cultural expectations, as suggested by the psychological model of attitude development from which hypotheses were derived. Findings suggest that: (1) journal writing should be an option; (2) affective assessments should be implemented with cognitive assessments; and (3) cultural influences should be addressed during instruction. (Thirteen tables of data and a figure representing the model of attitude and behavior are included; 54 references are attached. (Author/RS)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Louisiana State University.