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dc.contributor.advisorTownsend, Lee Ann
dc.contributor.authorSinchak, Marie
dc.date.accessioned2021-09-07T21:57:45Z
dc.date.available2021-09-07T21:57:45Z
dc.date.issued5/15/2015
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5771
dc.description.abstractYoung teachers are entering into their profession with little training on effectively teaching writing to their students. Writing conferences promote the growth of student writing skills, but their implementation remains uncertain to unexperienced teachers. This qualitative case study explored how writing conferences are utilized as a means of scaffolding the narrative writing skills of three first grade students, who participated in a series of writing conferences which built upon the specific needs of the students. Results suggest that student interest and peer review are instrumental in cultivating students’ skills of sentence fluency. Implications of results are discussed.
dc.subjectWriting Conferences
dc.subjectFirst Grade
dc.subjectNarrative Writing
dc.subjectScaffold
dc.subjectWriting
dc.titleUsing Writing Conferences to Scaffold First Grade Students' Narrative Writing
dc.typethesis
refterms.dateFOA2021-09-07T21:57:45Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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