Date of Award

12-1998

Degree Type

Thesis

Degree Name

Education (M.Ed.)

Department

College of Education

Abstract

A plan for improving the writing skills of at-risk students was developed and implemented. Subjects were fifteen seventh-grade Title I students who demonstrated weak writing skills. Evidence for the existence of the problem included MEAP test scores and teacher observations. A review of research on writing pointed to the following solutions to the problem: increasing students’ experiences with writing by implementing writing across the curriculum, improving students’ knowledge and use of the writing process, and direct instruction in writing strategies and techniques. Results of the post-test did not indicate a significant improvement in writing had occurred as a result of the treatment. However, teacher observations suggested that students’ writing had improved in several areas, including students’ knowledge of and use of the writing process.

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