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ERIC Number: ED521087
Record Type: Non-Journal
Publication Date: 2010
Pages: 176
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-2928-0
ISSN: N/A
Writing Instruction and Standardized Reading Scores among Secondary Students
Feldman, Donna
ProQuest LLC, Ph.D. Dissertation, Cleveland State University
The reading scores on the "Nation's Report Card for 2007" indicate that not all children share the same proficiency in literacy. Reading and writing require the use of similar cognitive processes, yet few studies focus on this relationship or how writing can be a tool for reading remediation. The research questions in this study addressed the extent to which: (a) differences occur in the time spent on writing instruction by genre, instructional methodology, and the phase of writing between middle and high school teachers; (b) the amount of time teachers provide writing instruction, the instructional methodology, the genre addressed in the instruction, the process of writing discussed, and students' gender predict change in standardized reading test scores; and (b) the amount of time students spend writing, the genre of writing, the part of the writing process used, and students' gender predict change in standardized reading test scores. Data were obtained for 307 middle and high school students on the Scholastic Reading Inventory and the results of a daily survey completed by teacher participants that measured the amount of time spent on writing instruction, the methodology, the genre of writing, and the phase of the writing process used. A one-way ANOVA indicated statistically significant differences between middle and high school instruction for academic writing and phases of the writing process other than writing. A stepwise regression indicated that ethnicity, instruction on the writing phase of the writing process, formal instruction, instruction on academic writing, and instruction on journals were statistically significant predictors of reading scores. A stepwise regression analyzed the relationship of student writing activity and reading scores; ethnicity, grade level, the phases of the writing process, writing without formal conventions, and time spent on writing journals were statistically significant predictors of reading scores. The results provide suggestions for future practice and research. Future practice should include the reduction of instruction on academic writing and journals and should include formal instruction on writing and more time for students to compose nonacademic writing. Future research should use multivariate measures, the cognitive processes of literacy, and a more commonly used reading assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A