Examines the effectiveness of the Direct Instruction program "Reasoning and Writing" in improving the writing and reasoning abilities of gifted fifth-grade students. Notes significant improvement in writing skills of students using "Reasoning and Writing," yet no significant difference in reasoning skills. Provides implications…

Provides details of 10 students with learning disabilities or behavioral disorders who were taught in a special education resource room using the "Reasoning and Writing" program. Notes students made large and statistically significant gains. Suggests that a relatively brief intervention with "Reasoning and Writing" had a…

This practicum involved developing and implementing a comprehensive writing program to improve the academic achievement and increase the writing ability of five home/hospital students in a central Florida county. The target group of home/hospital students was assigned to an eighth grade language arts class. Writing techniques used to build writing…

Focusing on procedures and strategies suitable for teaching writing to students in grades 4, 6, and 8, this paper examines the factors that have been shown through research to influence effective writing. The paper divides the research examined into the categories of metacognition; socially-based writing strategies; theory-tested approaches to…

This report describes a program for improving student abilities and attitudes toward writing through increased writing time and opportunities. The targeted population consists of second, third, fourth, and fifth grade students at the elementary level in a growing middle class community located in the northwest suburban area of Chicago, Illinois.…

Summarizes research on gender differences in writing, and challenges readers to reconsider how these are understood. Looks at the use of violence and humor versus sincerity in boys' writing. Argues that, rather than seeing these differences as deficits, the cultural materials boys bring to the classroom should be acknowledged and engaged. (SR)

This study compared ISTEP+ (Indiana Statewide Testing for Educational Progress) writing test scores before the implementation of a writing improvement program with ISTEP+ writing test scores. The study was conducted two years after such a program was implemented. Data from two groups was collected for this comparison. The first group used was the…

This study describes a program for students in the target 4th, 7th, and 8th grades who exhibit low achievement in writing. This low achievement affects behaviors, attitudes, and peer interactions. Discipline referrals, district assessments, and teacher written assessments substantiate this dilemma. Probable cause for lack of writing skills has…

This packet assists Michigan teachers in improving writing instruction and student performance based on a better understanding of the holistic scoring guides used for the Michigan Educational Assessment Program (MEAP) grades 5, 8, and 11 High School Proficiency Test (HPST) writing tests. The packet includes actual scored student papers (released…

A program was implemented to help improve 12th grade Honors English students' writing skills through conferencing. The targeted group consisted of 13 students who experienced difficulties in writing effective written pieces. Their writing included fragments, run-on sentences, and improper use of punctuation. On the Stanford Achievement Test given…

Reviews research (1) concerning the use of word processors in improving children's writing; (2) students' attitudes toward writing; and (3) how improvements in writing are measured. Notes that current research should not be accepted at face value. Argues that teachers should seek ways in which the availability of word processors can help students…

Writing achievement among young adolescents has become a significant concern. According to data from the National Assessment of Educational Progress (NAEP) (2000), writing achievement has not changed appreciably in the last 15 years. However, NAEP data suggest that teachers have increased the amount of time students spend writing. In other words,…

Martin Seligman's psychology research on depression, published in 7 books and hundreds of articles, shows a correlation between attributional style and depression. "Explanatory style" is another term nearly synonymous with attributional style, a habitual way to explain, positively or negatively, external events. A "learned"…

A practicum developed and implemented a program to help change students' negative attitude toward writing, with the conviction that if students enjoy writing they will write more and produce writing that clearly communicates their ideas. The practicum's objectives were for 50% of the targeted students to: (1) write for at least 15-20 minutes at a…

This third annual survey investigated teachers' attitudes about writing and reading. Subjects, 507 K-5 teachers and middle, junior high, and senior high school teachers of math, science, social studies, and English teaching in public or private schools, were surveyed by telephone. Results indicated that: (1) a majority of teachers considered…