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ERIC Number: ED409544
Record Type: Non-Journal
Publication Date: 1996
Pages: 83
Abstractor: N/A
The Effects of the Shared Writing Process on Reading Comprehension of Second and Third Grade Students.
Peery, Rebecca
A study determined the effect of shared writing activities on reading comprehension. The subjects, 40 second- and third-grade students from a suburban school in Mercer County, West Virginia, completed the Reading Comprehension Subtest of the Comprehension Test of Basic Skills (CTBS) for grade 2 as a pretest. A control group of 20 students were instructed throughout a 6-week period in a literature-based classroom where activities were limited to a basal format. The experimental group of 20 students also engaged in the same literature; however, they were also instructed in a wide range of writing activities. The experimental group did score significantly higher then the control group on multiple-choice responses based on a variety of comprehension questions. Results indicated that students who practiced and strengthened their comprehension skills by using writing activities displayed a difference in comprehension skills measured by a multiple choice format. (Contains 42 references and 4 tables of data; appendixes contain comprehension questions, writing assignments, and a posttest based on "Charlotte's Web." (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: West Virginia
Identifiers - Assessments and Surveys: Comprehensive Tests of Basic Skills
Grant or Contract Numbers: N/A