MARC 主機 00000nam  2200337   4500 
001    AAI8400878 
005    20051206151457.5 
008    051206s1983                            d 
035    (UnM)AAI8400878 
040    UnM|cUnM 
100 1  BRUNO, DONALD DAVID 
245 14 THE WRITING PROCESS METHOD VERSUS THE TRADITIONAL TEXTBOOK
       -WORKSHEET METHOD IN THE TEACHING OF COMPOSITION SKILLS TO
       THIRD, FOURTH, AND FIFTH GRADE PUPILS 
300    112 p 
500    Source: Dissertation Abstracts International, Volume: 44-
       09, Section: A, page: 2663 
502    Thesis (Ph.D.)--University of Colorado at Boulder, 1983 
520    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 
520    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 
520    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 
520    The students' papers were evaluated by a holistic 
       procedure giving scores for organization, format, spelling,
       sentence structure, usage, capitalization, punctuation, 
       and a grand total 
520    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 
520    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 
520    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 
590    School code: 0051 
590    DDC 
650  4 Education, Curriculum and Instruction 
690    0727 
710 20 University of Colorado at Boulder 
773 0  |tDissertation Abstracts International|g44-09A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
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