Type of Document	Thesis
Author	Snyder, Laura B.
Author's Email Address	laurasnyder@gmail.com
URN	etd-11112010-224824
Title	Writing Instruction in Third Grade Classrooms and Effects on Students' Literacy Achievement
Degree	Master of Science
Department	Teacher Education, School of
Advisory Committee	Advisor Name Title Carol Connor Committee Chair Barbara Foorman Committee Member Young Suk Kim Committee Member
Keywords	Writing Instruction Writing Process Elementary Students Student Achievement
Date of Defense	2010-09-30
Availability	unrestricted
Abstract This study used data collected for the Individualizing Student Instruction (ISI) randomized control field trial to examine the nature and variability of writing instruction in third grade classrooms. Writing instruction was coded from classroom observations from the fall, winter, and spring. Instruction was coded for time spent in teacher/child-managed prewriting/planning, teacher/child-managed writing instruction, teacher/child-managed revising/editing, child-managed writing, and child-managed revising/editing. Findings revealed that there is considerable variability in the writing instruction that students receive. Results showed that writing activities with the exception of teacher/child-managed prewriting/planning were generally associated with writing gains.
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