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Examining the Read-to-Write Strategy and its Effects on Second Grader's Writing of Sequential Text.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Examining the Read-to-Write Strategy and its Effects on Second Grader's Writing of Sequential Text./
作者:	Neal, John.
面頁冊數:	1 online resource (237 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Education policy. -
電子資源:	click for full text (PQDT)
ISBN:	9780355369984

Examining the Read-to-Write Strategy and its Effects on Second Grader's Writing of Sequential Text.
Neal, John.

Examining the Read-to-Write Strategy and its Effects on Second Grader's Writing of Sequential Text. - 1 online resource (237 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Writing is so important. It is important in school and in our careers; writing is found to be helpful physiologically and psychologically. Experts wonder, with writing so important, why is writing not being adequately taught in the schools. The answer may be that writing is complex and teaching it is even more complex. The Read-to-Write Strategy is a writing model based on the study of exemplary models of text and children are explicitly taught how to write the way an author writes through a process of the teacher modeling how to write this way; the teacher sharing the writing task with children, and having children collaborate with a partner during the writing task, so that eventually children can independently write text to match the child's audience and purpose. In this exploratory study, second grade children were explicitly taught a writing strategy that followed the model proposed by Read-to-Write Strategy. This study of writing compared samples of children's writing before and after they received instruction in the Read-to-Write Strategy. Children made good improvements in their writing and the tests run on the children's writing samples infer that learning was significant.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355369984Subjects--Topical Terms:

1107727
Education policy.
Index Terms--Genre/Form:

554714
Electronic books.

Examining the Read-to-Write Strategy and its Effects on Second Grader's Writing of Sequential Text.
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504 $a Includes bibliographical references
520 $a Writing is so important. It is important in school and in our careers; writing is found to be helpful physiologically and psychologically. Experts wonder, with writing so important, why is writing not being adequately taught in the schools. The answer may be that writing is complex and teaching it is even more complex. The Read-to-Write Strategy is a writing model based on the study of exemplary models of text and children are explicitly taught how to write the way an author writes through a process of the teacher modeling how to write this way; the teacher sharing the writing task with children, and having children collaborate with a partner during the writing task, so that eventually children can independently write text to match the child's audience and purpose. In this exploratory study, second grade children were explicitly taught a writing strategy that followed the model proposed by Read-to-Write Strategy. This study of writing compared samples of children's writing before and after they received instruction in the Read-to-Write Strategy. Children made good improvements in their writing and the tests run on the children's writing samples infer that learning was significant.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education policy. $3 1107727
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