NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1180329
Record Type: Journal
Publication Date: 2018-Jun
Pages: 31
Abstractor: As Provided
ISSN: ISSN-0013-5984
Improving Kindergarten Students' Writing Outcomes Using Peer-Assisted Strategies
Puranik, Cynthia S.; Petscher, Yaacov; Al Otaiba, Stephanie; Lemons, Christopher J.
Elementary School Journal, v118 n4 p680-710 Jun 2018
The primary focus of this study was to determine the feasibility of teacher implementation of peer-assisted writing strategies (PAWS) in improving the writing outcomes of kindergarten children. Six classrooms were recruited, and 3 were randomly assigned to the experimental condition. Results indicated that the content, length, and formatting of the lessons were adequate for the teachers to deliver the lessons with fidelity. Students enjoyed PAWS, as reflected in the end-of-the-year surveys. Statistically significant differences between the experimental and control classrooms were noted for punctuation and sentence writing quality. In addition, preliminary results with our small sample size suggest that differences in writing performance between the PAWS and control classrooms were moderated by school type. In the medium-performing schools, differences between pre- and posttest scores were statistically significant for alphabet-writing fluency, punctuation, and sentence and essay curriculum-based writing measures, with effect sizes ranging from 0.69 to 1.96.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A