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ERIC Number: ED452568
Record Type: RIE
Publication Date: 2001-May
Pages: 146
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Students' Confidence in Writing Achievement through the Use of Parent, Student, and Teacher Interventions.
Koulourianos, Eleni; Marienau, Vickie
This study describes strategies used to increase student confidence in their overall writing achievement. The targeted population consists of third and fifth grade students from the same district located in a northwest suburban area. This community is located near a large metropolitan city in a midwestern state. Lack of confidence in student writing contributes to lower student achievement as well as lower enthusiasm in writing. Evidence for the existence of this problem includes teacher observation and evaluation; student, teacher, and parent surveys; student writing samples; and state achievement test scores. Analyses of probable cause data reveals that confidence in overall writing can be affected by the teacher, the parent, and the student. The teacher and the parent help foster positive self-esteem which aides the child in becoming more confident in his (or her) writing abilities. Teachers and parents who are willing to implement various intervention strategies will be more successful with raising confidence in writing, which in turn links to higher overall writing achievement. We are only part of the tools that will help students succeed in their writing accomplishments. Teachers and parents must remember that positive self-esteem and confidence in writing is the child's own responsibility. A review of the solution strategies suggested by the professional literature, combined with an analysis of the problem setting, resulted in the three areas of intervention. One area consisted of teacher intervention strategies, another is the parent intervention strategies done at home, and finally what the children themselves could do to raise their own self-esteem in writing. Results indicated an improvement in overall confidence in writing and skills; and parent participation was a significant asset to this writing program. Findings suggest that the writing strategies learned in the classroom, along with parent assistance, made an impact on students' writing achievement. Contains 34 references and 17 tables of data. The 48 appendixes contain survey instruments, writing prompts, checklists, planning sheets, tips and guides on writing, and parent letters. (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
Note: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development.