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    The Impact Self-Graphing has on the Writing Fluency and Writing Attitudes of Three 3rd Grade Students with Special Needs

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    Author
    Hyatt, Julie Anne
    Keyword
    Self-Graphing
    Students With Special Needs
    Writing
    Writing Fluency
    Writing Attitude
    Date Published
    2013-08-01
    
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    URI
    http://hdl.handle.net/20.500.12648/5402
    Abstract
    With the demands of the Common Core Standards, a large emphasis has been placed on writing in all content areas. Unfortunately, in regards to students with special needs, teachers are unsure how to instruct them to produce higher quality writing and increase writing fluency. This study was designed to explore the impact self-graphing has on the writing fluency and writing attitudes of three third grade male students with special needs. Each student was given a survey to determine his or her attitude towards writing and asked to write about a prompt for varying amounts of time for six weeks. The students maintained personal graphs that displayed the number of words they had written during each instructional period. Additional data were collected through observations. The results indicated that self-graphing directly impacts students’ writing fluency, students may need to be provided with concrete prompts that are of high interest, some students may need additional time to process prompts given and engage in a conversation about the writing task; despite attitude, writing is a process and takes time, and when students with special needs are given a supportive writing environment, they may develop positive attitudes about writing that can lead to improved written communication. Recommendations for future research include investigating the affect self-graphing has on students’ quality of writing, the impact self-graphing has on students’ writing fluency when a set amount of time is given, and the impact of student choice on high interest writing topics.
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      A Comparison of the Perception which Third-Grade Students and Sixth-Grade Students have of Themselves as Writers

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      Children learn to write at an early age, however, many children do not enjoy writing as an activity. This masters’ thesis investigates students’ opinions about writing, and compares the opinions of elementary students to those of middle school students. The author surveyed seventy-nine students from two 3rd grade classrooms and two 6th grade classrooms in western New York. The survey consisted of seventeen questions about how students felt about writing in the classroom. These surveys were then collected and sorted into three categories: positive, ambivalent, and negative. The researcher found that about 64% of 3rd grade students had a positive writing attitude, with 0% displaying a negative attitude. Sixth graders, however, had less positive feelings. Only about 40% of the 6th grade students had a positive writing attitude, while 9% had negative attitudes. The author concludes that teachers should not only strive to improve each student’s writing ability, but also their self-concepts as writers.
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      Boys' Writing Genre Choices

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      Teaching students according to their learning styles has become one of the most accepted approaches for effective instruction. The purpose of this action research was to discover what elementary boys do when given the opportunity to choose the genre of their own writing within writing workshop. More and more boys have resisted writing instruction and have slowly opted not to view themselves as writers. Boys' and girls' brains are structured differently and need different methods of instruction. Choice has been a motivating factor when encouraging boys to engage in any task. This is certainly true of writing. Students should view themselves as writers, so this study sought to find which genres were most enjoyable for males to write and how the opportunity to choose the genre changed participation in writing tasks. Six third grade boys were given opportunities to choose their genres and were observed during pull-out writing instruction. The participants also completed questionnaires to express thoughts about boys' writing and aspects of writing related to genres. Each participant was also interviewed by the researcher in order to elaborate on actual writing choices. The researcher gathered qualitative information about each student's decision-making process as each participant chose a genre and crafted his writing.

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