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ERIC Number: ED340024
Record Type: RIE
Publication Date: 1991-Nov
Pages: 40
Abstractor: N/A
Writing Process versus Traditional Writing Classrooms: Writing Ability and Attitudes of Second Grade Students.
Monteith, Sharon K.
A study compared writing scores and attitudes of second grade students in a traditional writing classroom and a writing process classroom. Subjects, 25 second-grade students in a writing process classroom and 26 students in a traditional classroom from the same rural school, were instructed in their respective classrooms for 6 months. Most students were Caucasian and the majority were from low-income families. Subjects were interviewed at the end of the school year concerning their attitudes about writing. Subjects' writing achievement was measured using a sample writing project presented to the teachers as an example of the Stanford Achievement Test in writing. Results indicated that subjects who received the writing process instruction obtained significantly higher writing scores than did those receiving traditional instruction. Results also indicated that more students in the writing process class than in the traditional classroom considered themselves writers, believed that they learned to write from their teachers, placed emphasis on thinking and learning from mistakes, and indicated a purpose for writing. (Six tables of data are included; 34 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Lexington, KY, November 13-15, 1991).