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    A Comparative Study of Two Process Approaches to the Teaching of Writing to Third Grade Students

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    Author
    Clark, Anita J.
    Keyword
    Learning Styles
    Writing Instruction
    Writing Skills
    Process-Based Approach
    Writing Achievement
    Structured vs. Unstructured
    Date Published
    1985-08-01
    
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    URI
    http://hdl.handle.net/20.500.12648/6146
    Abstract
    The purpose of this study was to determine if the quality of writing of third grade students instructed in a structured method of writing would vary from that of a similar group instructed in an unstructured method. The element of learning style that denoted a preference for structure or lack of preference for structure was considered to determine any significant relationship with writing achievement. This study was conducted over a ten-week period with twenty-four third-grade students. Pre-treatment and post-treatment writing samples were collected. One group of students, (Group I) was instructed using a structured approach to writing. The other group (Group II) was instructed in an unstructured approach to writing. The element of the Learning Styles Inventory: Primary Version that pertained to structure was administered to all subjects. Data comparing pre-treatment and post-treatment scores of Group I and Group II were analyzed using a dependent t test. Data comparing post-treatment scores of Group I and II were analyzed using an independent t test. Chi-square was used to determine any relationship between writing achievement and learning style. The analysis of the data revealed that Group I, the group using the structured method, showed a significant gain from pre-treatment to post-treatment samples. There was no significant difference between pre-treatment and post-treatment samples of Group II, but there was some gain. There was no significant difference between the post-treatment scores of Group I and Group II. There was no significant relationship between writing scores and learning style for Group I or Group II. Based on analysis of the data, the conclusion can be drawn that both groups improved using a process-based writing approach. The structured group demonstrated significant gains. Learning style did not seem to have any relationship to the writing achievement of this group of student over the ten-week treatment period. Interest in the writing process and the inter-relatedness of learning style and writing achievement reveals numerous areas for further research. This supports awareness of learning styles and use of a process approach to writing in the classroom.
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