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作者 BRUNO, DONALD DAVID
書名 THE WRITING PROCESS METHOD VERSUS THE TRADITIONAL TEXTBOOK-WORKSHEET METHOD IN THE TEACHING OF COMPOSITION SKILLS TO THIRD, FOURTH, AND FIFTH GRADE PUPILS
說明 112 p
附註 Source: Dissertation Abstracts International, Volume: 44-09, Section: A, page: 2663
Thesis (Ph.D.)--University of Colorado at Boulder, 1983
The major purpose of this study was to determine differences in achievement between third, fourth, and fifth grade students who were taught composition skills using the writing process method and those third, fourth, and fifth grade students who were taught composition skills using the traditional textbook-worksheet method. The study also attempted to determine which variables contributed the most to producing the differences
The subjects in this study were third, fourth, and fifth graders who attended three elementary schools in Adams County School District Twelve, Colorado. A total of 654 pupils were included in the study--222 third graders, 196 fourth graders, and 236 fifth graders
The same basic writing sample was administered to all subjects in the control and experimental groups. Test instructions were read from a prepared format. The writing sample test was administered over two forty-five minute sessions
The students' papers were evaluated by a holistic procedure giving scores for organization, format, spelling, sentence structure, usage, capitalization, punctuation, and a grand total
A three factor analysis of variance was used to test differences between means. A discriminant factor analysis was employed to evaluate the relative importance of each subtest in discriminating writing method group membership
Analysis of data showed that there was a significant difference between the experimental and control method group means at all three grade levels. Results of the discriminant analysis revealed two variables to be the best discriminators at all three grade levels; namely, they were organization and format
The findings support the feasibility of using the writing process method of teaching composition skills to pupils. The writing process method was significantly superior to the traditional textbook-worksheet method of teaching composition skills to third, fourth and fifth graders at the .05 confidence level
School code: 0051
DDC
Host Item Dissertation Abstracts International 44-09A
主題 Education, Curriculum and Instruction
0727
Alt Author University of Colorado at Boulder
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