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Peer reviewedMorrison, Timothy G.; Suggett-Doyle, Carol – Reading Improvement, 1992
Compares differences in achievement of below-grade-level students receiving basal reading instruction with peers in a writing-process-oriented language arts program. Finds that language arts students spent more time reading and writing, were exposed to more types of literature and writing activities, and exhibited more positive attitudes toward…
Descriptors: Basal Reading, Comparative Analysis, Instructional Effectiveness, Junior High Schools
Download full textCasey, Jean M. – 1992
A study investigated the effectiveness of an adapted Writing to Read (WTR) program that focused on the writing process and included the "Stories and More" software for literature-based emphasis. Over 1000 writing portfolio samples were collected from kindergarten through second grade students in 29 classrooms in 6 California school…
Descriptors: Instructional Effectiveness, Parent Attitudes, Primary Education, Process Approach (Writing)
Stevens, Robert J.; And Others – 1987
Two studies evaluated a comprehensive cooperative learning approach to elementary reading and writing instruction, called Cooperative Integrated Reading and Composition (CIRC). The subjects in the first study, 461 third- and fourth-grade students in a suburban Maryland school district, were divided into experimental and control groups, with the…
Descriptors: Cooperative Planning, Elementary Education, Group Experience, Instructional Effectiveness
Collas, Kay – Australian Journal of Reading, 1987
Evaluates the experience of participating in an Early Literacy Inservice Course (ELIC) in Australia two years after the course. Discusses early problems with scheduling and parent expectations, and shows how reading and writing instruction adapted to the problems while maintaining the process writing approach. (SKC)
Descriptors: Flexible Scheduling, Foreign Countries, Inservice Teacher Education, Language Arts
Raphael, Taffy E.; Kirschner, Becky M. – 1985
The first in a three year sequence, the study reported here investigated how knowledge of text structure affects reading comprehension and writing production. Specifically, the focus was on the development of an appropriate scaffold for teaching fifth and sixth grade students to use text structures effectively in comprehending social studies texts…
Descriptors: Content Area Reading, Expository Writing, Grade 6, Intermediate Grades
Furniss, Elaine R. – 1983
To determine how children develop schema for text that include increasing sensitivity to text types, text categories, orthographic conventions in words, conventional story beginnings and endings, and text cohesive ties, a study examined the writing of four kindergarten children. The kindergarten had adopted a process-conference approach to writing…
Descriptors: Case Studies, Child Development, Classroom Communication, Classroom Observation Techniques
Leu, Donald J., Ed.; Kinzer, Charles K., Ed. – 1993
The 43 conference papers in this yearbook cover such diverse topics in the field of reading as the analysis of children's literacy responses, the study of aesthetic literacy, and the investigation of phonemic awareness. The yearbook includes both data-driven studies and conceptual explorations of diverse literacy learners. The yearbook opens with…
Descriptors: Adults, Bilingual Students, Childrens Literature, Electronic Mail
Raphael, Taffy E.; And Others – 1986
The second phase of a 3-year project examining the effect of a process approach to writing instruction on students' expository reading and writing skills, a study determined the impact of three writing programs that emphasized different aspects of a process-oriented writing environment. Data were gathered from 159 fifth and sixth grade students…
Descriptors: Audience Analysis, Classroom Environment, Classroom Techniques, Comprehension
