rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Implementation of a writing intervention
    sub title: impact on early writing development in Kindergarten and first grade writers
  name:
    name part: Cude, Kellie Carpenter.
    role:
      role term: creator
  name:
    name part: McTigue, Erin
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2012
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: Process writing research began with adult writers, eventually expanding to include school age children and more recently, emergent writers. Research at the early childhood level has often been directed at specific aspects of writing development rather than an examination of process writing development. This study used pre-existing writing samples to examine writing development in kindergarten and first grade over the course of the school year following the district-wide implementation of a writing process based intervention. The intervention utilized a writing workshop approach to teach the writing process with the addition of two elements: picture plans were used to support emergent writers̕ prewriting plans, and teachers focused on a single teaching point to target writing instruction. Beginning and end of year samples from 138 kindergarten and 106 first-grade students from three elementary schools in a medium-sized, public school district in the southwestern United States were used for this study, yielding a total of 488 samples. The samples were scored to investigate the change over time on four outcome measures: quantity of words produced, attributes of prewriting picture plan, developmental level, and handwriting. In addition, the impact of fidelity to the intervention features was explored in relation to the four outcome measures. Fidelity to implementation was scored on each of the 10 separate aspects of the intervention: student choice for topics, reading-writing connections, prewriting, peer conferencing, teacher conferences, minilessons, revision, editing, publishing, and modeling. Overall, the study found that the greatest change over time in kindergarten and first grade was in the developmental level. There were also large effects for quantity of words produced and handwriting. A regression analysis was conducted to determine which aspects of the intervention feature were most critical to early writing development. Student choice had a significant posit…
  note: by Kellie Carpenter Cude.
  note: "Major Subject: Curriculum and Instruction"
  note: Electronic resource.
  note: Doctor of Philosophy Texas A&M University 2011 http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9528
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major Curriculum and Instruction
  subject:
    topic: early writers
  subject:
    topic: writing development
  subject:
    topic: emergent writers
  subject:
    topic: early writing
  subject:
    topic: writing intervention
  identifier: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9528
  record info:
    record content source: TXA
    record creation date: 120809
    record change date: 20150922110655.0
    record identifier: in00002765525