Date of Conferral

2017

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Christopher Godat

Abstract

According to the National Assessment of Educational Progress, a significant percent of fourth grade students write well below the basic level. In one elementary school, teachers implemented a new writing program for all students at the school. The purpose of this quasi-experimental quantitative study was to determine the effects of this writing program A Language for Learning and Write from the Beginning-?¦and Beyond. Bruner's theory of constructivism formed the theoretical foundation of this study. The study included 172 students in third, fourth, and fifth grades. The research questions examined pre- and post-paragraph writing scores, extended writing scores, grammar and usage scores, and scores in mechanics. A single-factor ANOVA indicated a significant difference among the three grade levels in paragraph writing, extended writing, and grammar and usage. A significant difference was also found and among two grade levels and mechanics. Writing achievement improved after implementation of the program. The results of this study could prompt change in writing programs used at the urban public school.

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