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Factors that affect the development ...

Weinstein-Blackman, Ellen D.

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Factors that affect the development of writing competence in fifth-grade students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Factors that affect the development of writing competence in fifth-grade students./
Author:	Weinstein-Blackman, Ellen D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	179 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-08, Section: A.
Contained By:	Dissertations Abstracts International77-08A.
Subject:	Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10008872
ISBN:	9781339455761

Factors that affect the development of writing competence in fifth-grade students.
Weinstein-Blackman, Ellen D.

Factors that affect the development of writing competence in fifth-grade students. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 179 p.

Source: Dissertations Abstracts International, Volume: 77-08, Section: A.

Thesis (Ed.D.)--Northern Illinois University, 2015.

This item must not be sold to any third party vendors.

This dissertation explores writing instruction in fifth-grade classrooms, focusing on the attitudes and behaviors of student writers of differing abilities and their teachers' activities during written language instruction. Assessment of student writing, classroom observations, and interviews with students and teachers showed that above-average, average, and struggling writers have different perceptions about the skills necessary to master the writing process and that their views differed from those of their teachers. While teachers attempted to model composing, editing, revising, and publishing for their students, it was challenging for fifth-grade students to integrate these skills to create high-quality writing products. Writers of different abilities spent their time differently, with greater engagement among more competent students. Less proficient writers struggled with creating text and revising their drafts, placing greater value on correct punctuation, spelling, and grammar. In addition, views of good writing differed among the students and teachers in this study. Attitudes toward writing instruction ranged from strongly positive to negative and were dependent upon the genre, the audience, and the purpose of writing. The study also shows that individualized teacher feedback was critical for student success and provided students with information about the quality of their writing. Finally, results suggest the need for greater differentiation in fifth-grade classrooms to meet the needs of diverse learners.

ISBN: 9781339455761Subjects--Topical Terms:

3432465
Instructional Design.
Subjects--Index Terms:

Attitudes toward writing

Factors that affect the development of writing competence in fifth-grade students.
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500 $a Source: Dissertations Abstracts International, Volume: 77-08, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Shumow, Lee.
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520 $a This dissertation explores writing instruction in fifth-grade classrooms, focusing on the attitudes and behaviors of student writers of differing abilities and their teachers' activities during written language instruction. Assessment of student writing, classroom observations, and interviews with students and teachers showed that above-average, average, and struggling writers have different perceptions about the skills necessary to master the writing process and that their views differed from those of their teachers. While teachers attempted to model composing, editing, revising, and publishing for their students, it was challenging for fifth-grade students to integrate these skills to create high-quality writing products. Writers of different abilities spent their time differently, with greater engagement among more competent students. Less proficient writers struggled with creating text and revising their drafts, placing greater value on correct punctuation, spelling, and grammar. In addition, views of good writing differed among the students and teachers in this study. Attitudes toward writing instruction ranged from strongly positive to negative and were dependent upon the genre, the audience, and the purpose of writing. The study also shows that individualized teacher feedback was critical for student success and provided students with information about the quality of their writing. Finally, results suggest the need for greater differentiation in fifth-grade classrooms to meet the needs of diverse learners.
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653 $a Writing instruction
653 $a Writing skills
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