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ERIC Number: ED398591
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 54
Abstractor: N/A
Reference Count: N/A
The Effects of Stimulus Writing Modality To Produce Writing Fluency in the Primary Grades.
Duross, Christine; And Others
An action research project set out to increase students' writing fluency and investigate whether writing fluency varies as a function of writing prompts and directions given to students. Subjects were 62 students in a first-grade class, a second-grade class, and a fifth/sixth-grade Special Day class (all in this class are learning disabled) in a school in Newport Beach, California. To motivate students, three types of writing prompts, iconic (pictures), enactive (video), and symbolic (book), were used to elicit increased writing fluency. Subjects were first asked to describe the prompts and then were asked to predict what would happen next. Writing samples were collected once a month for 5 months. Students' writing fluency was tabulated by counting the total number of words written after the presentation of each writing prompt. Results indicated that (1) the literature book prompt produced the greatest number of words written, and the mean number of words written for the other two prompts were not statistically significantly different; and (2) the direction to describe the prompt produced more words written than the direction to predict. Further research needs to explore both writing prompts and teacher directions in more detail. (Contains 64 references and 1 table of data. The writing prompts and several photographs are attached.) (RS)
Publication Type: Dissertations/Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A