Dissertation/Thesis Abstract

Effects of teacher prompting techniques on the writing performance of fourth and fifth graders
by Allenger, Mindy S., Ed.D., Marshall University, 2015, 106; 3713807
Abstract (Summary)

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.

Indexing (document details)
Advisor: Securro, Samuel
Commitee: Cunningham, Michael, Simone, Fran, Stange, Terrance
School: Marshall University
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
Publication Number: 3713807
ISBN: 978-1-321-90575-5
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