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ERIC Number: ED471070
Record Type: RIE
Publication Date: 2002-May
Pages: 80
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Student Achievement through Grammar Instruction.
Hutchinson, Diana; McCavitt, Sherry; Rude, Kristie; Vallow, Deanne
This action research project was designed to implement a language arts program using multiple intelligences to develop more positive attitudes toward grammar instruction and to help promote the transfer of grammar skills to daily writing and speaking tasks. The targeted population consisted of second, fourth, and eighth grade students in four different school settings. Evidence of the existence of these problems was documented in student writing samples, survey questions, checklists, and assessments that indicated the students' academic performance and attitudes. During the intervention period, lessons and activities targeted the problem area of grammar education. Analysis of probable cause data revealed a great deal of controversy on the strategies of teaching grammar. Teachers are concerned over the lack of transfer of grammar skills into content areas. Students struggle to see the purpose of grammar instruction and its relationship to their daily communication skills. Environmental influences such as attitudes at home, in the media, and among peers are also factors in the attitudes of the students. Possible solution strategies are suggested in linguistic research. Activity oriented teaching methods that meet the needs of the different learning styles are encouraged, combined with a holistic, systematic approach to grammar instruction. The Shurley Method is a method that appears to meet these objectives. These methods may cause students' enthusiasm and confidence to increase. Heightened awareness and expectations by instructors may also raise student understanding and accountability. Postintervention data indicate the transfer of grammar skills into daily tasks and improved student attitudes toward grammar instruction. These results were consistent at all sites and in all classrooms studied. Appendixes contain consent forms, survey instruments, posttests, and the parent postsurvey.(Contains 54 references, and 9 figures and a table of data.) (Author/RS)
Publication Type: Dissertations/Theses; Reports - Research; Tests/Questionnaires
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 Field-Based Master's Program.