Modeling in the Classroom: What Approaches are Effective to Improve Students' Writing?

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dc.contributor.author Maynes, Nancy
dc.contributor.author Scott, Jeff
dc.date.accessioned 2011-06-09T21:27:10Z
dc.date.available 2011-06-09T21:27:10Z
dc.date.issued 2011
dc.identifier.uri http://hdl.handle.net/10294/3370
dc.identifier.uri http://ineducation.ca/article/modeling-classroom-what-approaches-are-effective-improve-students-writing en
dc.description.abstract Effective writing is a learned skill, required to advance many forms of learning both in classroom contexts, and in job and career contexts. Previous research (Graham & Perin, 2007) has identified many strategies that promote improvements in students’ writing through a meta-analysis of research studies and previous meta-analyses. Other authors and researchers identify approaches to effective teaching (DeRiddler, 2002; Englemann, Becker, Carmine, & Gersten, 1988; McLaughlin, Gregory, Weber, & Stookey, 2005; Rosenshine, 1997; Stahl & Nagy, 2006; Waldrep, 2005). This study uses 10 of the 11 high impact writing strategies identified by previous writing research, as well as more general approaches to effective instruction, to examine the gain scores in three forms of writing by 81 students in Grades 3 to 6 classes to determine the combined effects of high impact approaches to writing on students’ ability to write definitions (concept clarification), compare, and write in argumentative formats. en_US
dc.language.iso en en_US
dc.publisher University of Regina, Faculty of Education en_US
dc.title Modeling in the Classroom: What Approaches are Effective to Improve Students' Writing? en_US
dc.type Article en_US
dc.description.authorstatus Other en_US
dc.description.peerreview yes en_US


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