This study was a quantitative research investigation to determine the effects of teacher prompting techniques on the writing performance of 137 fourth and fifth graders from two parochial schools in West Virginia. Over a two-week period from March, 2014, to April, 2014, researchers collected writing samples with three typologies of prompting; no prompting, general prompting, and content specific prompting. The major outcome variables included were the numbers of words, number of sentences, and average sentence length, and writing ease and complexity level using the Flesch Kincaid Readability and The Flesch Reading Ease. Data analysis was accomplished by applying several types of descriptive and inferential statistical techniques. The results showed no significant differences in students’ word productions or sentence lengths across the types of teacher writing prompts. However, a trend emerged which suggested writing complexity scores increased as teacher prompting became more content specific.
|Commitee:||Cunningham, Michael, Simone, Fran, Stange, Terrance|
|Department:||Curriculum and Instruction|
|School Location:||United States -- West Virginia|
|Source:||DAI-A 76/11(E), Dissertation Abstracts International|
|Subjects:||Education, Teacher education|
|Keywords:||Professional development, Teacher education, Writing instruction|
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