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THE EFFECT OF WRITING INSTRUCTION ON...

POTKEWITZ, LEE.

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THE EFFECT OF WRITING INSTRUCTION ON THE WRITTEN LANGUAGE PROFICIENCY OF FIFTH AND SIXTH GRADE PUPILS IN REMEDIAL READING PROGRAMS.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	THE EFFECT OF WRITING INSTRUCTION ON THE WRITTEN LANGUAGE PROFICIENCY OF FIFTH AND SIXTH GRADE PUPILS IN REMEDIAL READING PROGRAMS./
作者:	POTKEWITZ, LEE.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1984,
面頁冊數:	229 p.
附註:	Source: Dissertation Abstracts International, Volume: 45-08, Section: A, page: 2467.
Contained By:	Dissertation Abstracts International45-08A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8424833

THE EFFECT OF WRITING INSTRUCTION ON THE WRITTEN LANGUAGE PROFICIENCY OF FIFTH AND SIXTH GRADE PUPILS IN REMEDIAL READING PROGRAMS.
POTKEWITZ, LEE.

THE EFFECT OF WRITING INSTRUCTION ON THE WRITTEN LANGUAGE PROFICIENCY OF FIFTH AND SIXTH GRADE PUPILS IN REMEDIAL READING PROGRAMS. - Ann Arbor : ProQuest Dissertations & Theses, 1984 - 229 p.

Source: Dissertation Abstracts International, Volume: 45-08, Section: A, page: 2467.

Thesis (Educat.D.)--Hofstra University, 1984.

The four major purposes of this study were: (1) to determine if the syntactic maturity of disabled writers improved with instruction in a highly structured writing program (Weehawken), a semistructured writing program, or a reading program where writing was only considered incidentally; (2) tp determine if the overall quality of written compositions of disabled writers improved with instruction in each of the programs; (3) to determine if disabled writers demonstrated greater improvement in descriptive writing for expository writing after instruction in each of the programs; and (4) to determine if there was a significant difference in growth in syntactic maturity and overall quality of writing among disabled writers in each of the programs. One hundred subjects from fifth and sixth grades in two elementary school districts on Long Island, New York served as the subjects in this investigation. All subjects had been designated in need of remedial reading instruction and were grouped into three groups: (1) experimental group I which received instruction in a structured writing program; (2) experimental group II which received instruction in a semi-structured writing program; and (3) control group which received instruction in a reading group where writing was only considered incidentally.Subjects--Topical Terms:

2122756
Reading instruction.

THE EFFECT OF WRITING INSTRUCTION ON THE WRITTEN LANGUAGE PROFICIENCY OF FIFTH AND SIXTH GRADE PUPILS IN REMEDIAL READING PROGRAMS.
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500 $a Source: Dissertation Abstracts International, Volume: 45-08, Section: A, page: 2467.
502 $a Thesis (Educat.D.)--Hofstra University, 1984.
520 $a The four major purposes of this study were: (1) to determine if the syntactic maturity of disabled writers improved with instruction in a highly structured writing program (Weehawken), a semistructured writing program, or a reading program where writing was only considered incidentally; (2) tp determine if the overall quality of written compositions of disabled writers improved with instruction in each of the programs; (3) to determine if disabled writers demonstrated greater improvement in descriptive writing for expository writing after instruction in each of the programs; and (4) to determine if there was a significant difference in growth in syntactic maturity and overall quality of writing among disabled writers in each of the programs. One hundred subjects from fifth and sixth grades in two elementary school districts on Long Island, New York served as the subjects in this investigation. All subjects had been designated in need of remedial reading instruction and were grouped into three groups: (1) experimental group I which received instruction in a structured writing program; (2) experimental group II which received instruction in a semi-structured writing program; and (3) control group which received instruction in a reading group where writing was only considered incidentally.
520 $a Pre and post writing samples were obtained from all pupils and analyzed to determine syntactic maturity as measured by the number of T-units and T-unit length, and overall quality of writing as measured by holistic scoring.
520 $a Examination of the data led to the following conclusions: (1) Maturation and exposure to a reading/writing program seemed to affect the growth of pupils involved in instructional programs. (2) All experimental treatments, Weehawken and semistructured, seemed to be factors in effecting growth of pupils involved in reading/writing programs. The Weehawken program, with treatment provided on a scheduled structured basis, seemed to effect the greatest growth. (3) It appares that a semi-structured writing program did not produce any greater overall significant growth than a program in which writing was taught only incidentally. (4) It appears that not only treatment but the nature of the writing tasks itself effected the differences in growth between expository and descriptive writing.
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