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ERIC Number: ED398542
Record Type: Non-Journal
Publication Date: 1996-Apr-30
Pages: 77
Abstractor: N/A
Reference Count: N/A
Structuring the Reading and Writing Process To Improve Student Success.
Anderson, Joy R.; And Others
This paper describes a study that evaluated a program in which students' reading and writing skills improved with the enhancement of various interventions related to reading and writing. The targeted population consisted of elementary students enrolled in first and third grades in northern Illinois. The lack of reading and writing success was identified through previous testing scores, teacher observations, and student work. Skills, confidence, hesitancy in spelling words, and availability of materials in students' home environments contributed to the problem. Additional causes included time spent watching television and playing electronic games, as well as lack of parent valuing of literacy. Further review indicated that reading and writing were taught in isolation within the curricula. A review of solution strategies combined with an analysis of the problem setting resulted in a comprehensive plan (including writing assessment, portfolios, and checklists for reading and writing) that increased the quality and quantity of reading and writing instruction. Post intervention data indicated an improvement in reading and writing success. (Contains 29 references, and 4 tables and 18 figures of data. Appendixes present survey instruments, checklists, and report forms.) (Author/RS)
Publication Type: Reports - Research; Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois