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ERIC Number: ED433549
Record Type: RIE
Publication Date: 1999-May
Reference Count: N/A
Developing Language Arts Skills through the Reading and Writing Connection.
Avila, Judy; Pahuski, Linda; Perez, Linda
This report describes a program for the development of language arts skills through the reading and writing connection. The targeted population is a split third and fourth grade class, a third grade class, and a high school cross-categorical special education class. The difficulties in the area of language arts development and student self-perception of achievement were documented through surveys, reading inventories, and student writing samples. The results of a standardized reading test revealed that a large portion of the students in the targeted classrooms lacked skills related to poor language development in the area of reading comprehension. In addition to poor language development, self-perception surveys in the areas of reading and writing revealed that a significant portion of the students in the targeted classes had an inaccurate self-perception of their achievement in the areas of reading and writing. A review of solution strategies found in current research and educational literature, combined with an analysis of the problem setting, resulted in the selection of the major components of the intervention: implementation of Power Writing, opportunities for self-selected reading, opportunities for journal writing and reflective journaling, and the use of multiple intelligence practices to reach students of different learning styles. Post-intervention data indicated an increase in reading achievement standardized test scores; an increased understanding of the structure of written paragraphs; and more accurate self-perceptions in the areas of reading and writing. Contains 64 references, 20 figures, and 4 tables of data. Appendixes contain parent and student surveys, reader and writer self-perception measures, sample writing prompts, reading log sheets, writing worksheets, a writing rubric, and data tables. (Author/SR)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University and IRI/Skylight.