Improving Student Writing Ability through the Use of Teacher Interventions / Jackie Gouty and Sandy Lid.

This report described a program to improve student writing ability. The targeted population consisted of first and third grade students in a middle class community, located in the Midwest. The problem of inadequate writing and the results of the interventions were documented. Analysis of probable cause data revealed that students lacked positive experience with literacy-related activities. The data stated students would not become effective writers without guidance. Reviewed curricula content and instructional strategies revealed appropriate assessment alternatives that moved away from traditional testing to a portfolio system. A review of solution strategies suggested by knowledgeable others, combined with a review of the problem setting, resulted in the following interventions: process writing was used effectively in the primary grades, students found pleasure in writing when there was a purpose, teachers modeled writing and not just assigned work, and portfolio development helped instructional strategies, learning, and assessment. Post intervention data indicated an increase in the students' use of grammar and vocabulary. Student improvements also increased in self-editing skills and attitudes toward writing. Appendixes contain survey instruments, teacher and student writing performance and self-editing checklists, brief summaries of 4 books and a video, and a blank award certificate. (Contains 66 references and 45 tables of data.) (Author/RS)

Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.