Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students

Bibliographic Details
Main Author:	Maxwell, Lyndi R.
Language:	English
Published:	Ohio University / OhioLINK 2015
Subjects:	Early Childhood Education Elementary Education Language Arts Literacy early childhood writing development elementary writing development text structure written expression audience awareness written speech voice reading comprehension friendly letters
Online Access:	http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426176485

id	ndltd-OhioLink-oai-etd.ohiolink.edu-ohiou1426176485
record_format	oai_dc
spelling	ndltd-OhioLink-oai-etd.ohiolink.edu-ohiou14261764852021-08-03T06:29:18Z Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students Maxwell, Lyndi R. Early Childhood Education Elementary Education Language Arts Literacy early childhood writing development elementary writing development text structure written expression audience awareness written speech voice reading comprehension friendly letters This quasi-experimental study investigated the impact that daily writing instruction and bi-weekly pen pal correspondence had on third graders’ writing development and reading comprehension in a Midwest, rural elementary school. The treatment group participated in a 12-week writing intervention program in which they exchanged letters with second-grade pen pals on a bi-weekly basis. Letters were informative, expressive, and autonomous, as they were based on daily graphic organizers students completed, on which they wrote about school-related subjects of their choice. The control group did not participate in the writing intervention program, as they received their typical writing instruction. Both groups’ reading comprehension scores were assessed via a S.T.A.R. pretest, which was administered prior to the writing treatment, and a S.T.A.R. posttest, which was administered after the writing treatment had concluded. Results showed that students whose writing substantially developed experienced development in the following areas: 1) text structure; 2) written expression; 3) audience awareness; and 4) voice. There was substantial interplay amongst the first three components, which resulted in a pronounced voice throughout students’ letters. Conversely, students whose writing did not develop throughout the 12-week period did not develop in the four aforementioned areas, and thus never established a consistent voice in their letters. Quantitative results showed that while between-group differences in the pretest to posttest reading comprehension scores favored the treatment group, the results were not statistically significant. 2015-08-25 English text Ohio University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426176485 http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426176485 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection	NDLTD
language	English
sources	NDLTD
topic	Early Childhood Education Elementary Education Language Arts Literacy early childhood writing development elementary writing development text structure written expression audience awareness written speech voice reading comprehension friendly letters
spellingShingle	Early Childhood Education Elementary Education Language Arts Literacy early childhood writing development elementary writing development text structure written expression audience awareness written speech voice reading comprehension friendly letters Maxwell, Lyndi R. Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students
author	Maxwell, Lyndi R.
author_facet	Maxwell, Lyndi R.
author_sort	Maxwell, Lyndi R.
title	Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students
title_short	Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students
title_full	Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students
title_fullStr	Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students
title_full_unstemmed	Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students
title_sort	voices of pen pals: exploring the relationship between daily writing and writing development, and reading comprehension with third grade students
publisher	Ohio University / OhioLINK
publishDate	2015
url	http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426176485
work_keys_str_mv	AT maxwelllyndir voicesofpenpalsexploringtherelationshipbetweendailywritingandwritingdevelopmentandreadingcomprehensionwiththirdgradestudents
_version_	1719437623992254464

Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students

Similar Items