The effects of Collaborative Strategic Reading and direct instruction in persuasion on sixth-grade students' persuasive writing and attitudes
| dc.contributor.advisor | Slater, Wayne H | en_US |
| dc.contributor.author | Standish, Leisa Gaye | en_US |
| dc.contributor.department | Curriculum and Instruction | en_US |
| dc.contributor.publisher | Digital Repository at the University of Maryland | en_US |
| dc.contributor.publisher | University of Maryland (College Park, Md.) | en_US |
| dc.date.accessioned | 2005-08-03T15:41:01Z | |
| dc.date.available | 2005-08-03T15:41:01Z | |
| dc.date.issued | 2005-07-07 | en_US |
| dc.description.abstract | This study examined the effects of Collaborative Strategic Reading and direct instruction in persuasion on sixth-grade students' persuasive writing and attitudes. Students in three intact classes were assigned to one of three treatment conditions: Collaborative Strategic Reading and direct instruction in persuasion or direct instruction in persuasion or a control group. Treatment effects were examined using six measures of persuasive writing: the Adapted Toulmin Scoring Criteria (claim, data and backing); coherence and organization; five-paragraph structure; and essay length. In addition, the Writer Self-Perception Scale was administered to assess the relationship between students' attitudes toward writing at the beginning of the study and at its conclusion. Finally, three students from each treatment condition in the study were observed and interviewed for the case study. Analyses revealed significant findings. First, the students engaged in Collaborative Strategic Reading and direct instruction in persuasion performed significantly better on all six measures of persuasive writing than students in the other two treatment conditions. During the case study, the same students were observed to spend more time on task and were engaged more than students in the other two treatment conditions over the six-week intervention when working in collaborative groups. In the direct instruction in persuasion group, students did not perform significantly better on the six measures of persuasive writing compared to the other two treatment conditions. However, the students in the case study indicated that direct instruction in persuasion does benefit their writing. Finally, students' attitudes toward writing in all three treatment conditions were not found to change significantly from pre-test to post-test but the students' responses in the case study indicated that if students have positive attitudes about their writing they will most likely write more often and more effectively. Overall the findings from the present study suggest Collaborative Strategic Reading and direct instruction in persuasion is a powerful combination for teaching students to write persuasively. However, more research is needed to determine the effects of direct instruction on persuasion and students' attitudes toward writing. Limitations of the present study and directions for future research are presented. | en_US |
| dc.format.extent | 1723547 bytes | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | http://hdl.handle.net/1903/2700 | |
| dc.language.iso | en_US | |
| dc.subject.pqcontrolled | Education, Curriculum and Instruction | en_US |
| dc.subject.pqcontrolled | Education, Reading | en_US |
| dc.subject.pqcontrolled | Education, Elementary | en_US |
| dc.subject.pquncontrolled | Collaborative Strategic Reading | en_US |
| dc.subject.pquncontrolled | direct instruction | en_US |
| dc.subject.pquncontrolled | persuasive writing | en_US |
| dc.subject.pquncontrolled | writing attitudes | en_US |
| dc.subject.pquncontrolled | persuasion | en_US |
| dc.title | The effects of Collaborative Strategic Reading and direct instruction in persuasion on sixth-grade students' persuasive writing and attitudes | en_US |
| dc.type | Dissertation | en_US |
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