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ERIC Number: EJ1048444
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-0022-0671
Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study
Jones, Cindy D'On
Journal of Educational Research, v108 n1 p35-44 2015
This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a traditional writing instruction control group. Results revealed significant differences among the 3 methods of instruction for influencing student learning of compositional writing skills. Implications of these findings are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Psycho Educational Battery