ERIC Number: ED454502
Record Type: RIE
Publication Date: 2001-May
Improving Elementary School Students' Writing Using Reading and Writing Integration Strategies.
This report describes a program designed to improve students' expressive writing in a midwestern elementary school classroom. The targeted third and fourth grade students demonstrated inconsistencies in the quality of their writing which interfered with their success in the classroom. Evidence for the existence of the problem included district formal writing assessments, journal writing scales, and teacher observations. Analysis of probable cause data revealed that writing process strategies were not consistently modeled by teachers or effectively used by students. Students reported displeasure and dissatisfaction with the rigorous writing tasks. Knowledgeable sources suggested that students did not connect reading and writing as closely related language processes and did not find writing relevant to their daily lives. Additional evidence suggested that many students' lack of prior knowledge may inhibit writing fluency and development. A review of solution strategies suggested by cited authors, combined with an analysis of the problem setting, resulted in the selection of three major categories of intervention: explicit instruction and modeling of the writing process stages; writing in informal reader response journals; and participation in student-teacher writing conferences and peer collaboration. Post-intervention data indicated a moderate increase in students' use of the writing process strategies in formal tasks and a modest increase in students' writing fluency in informal journal writing activities. Given the complexity and multifaceted nature of the writing process, educators and researchers are encouraged to continue their quest for effective, efficient, and appealing strategies to improve underachieving students' writing performance. (Contains 31 references and 5 tables of data. Appendixes contain a school district writing rubric; writing process teacher observation form; an informal journal writing scale; a student writing survey instrument; and sample journal entries.) (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Masters Program.