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Writing Skills, Knowledge, Motivation, and Strategic Behavior Predict Students' Persuasive Writing Performance in the Context of Robust Writing Instruction
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Graham, Steve; Harris, Karen R.; Fishman, Evan; Houston, Julia; Wijekumar, Kausalai; Lei, Pui-Wa; Ray, Amber B. – Elementary School Journal, 2019
This study tested whether writing skills, knowledge, motivation, and strategic behaviors (within the context of robust writing instruction) each made a statistically unique contribution to predicting fifth-grade students' (123 girls, 104 boys) composition quality and length on a persuasive writing task involving source material, after variance due…
Descriptors: Writing Skills, Knowledge Level, Student Motivation, Student Behavior
Writing Tasks and Immediate Auditory Memory in Peruvian Schoolchildren
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Ventura-León, José Luís; Caycho, Tomás – Journal of Educational Psychology - Propositos y Representaciones, 2017
The purpose of the study is to determine the relationship between a group of writing tasks and the immediate auditory memory, as well as to establish differences according to sex and level of study. Two hundred and three schoolchildren of fifth and sixth grade of elementary education from Lima (Peru) participated; they were selected by a…
Descriptors: Writing Assignments, Memory, Auditory Perception, Auditory Stimuli
Elementary Writing Assessment Platforms: A Quantitative Examination of Online versus Offline Writing Performance of Fifth-Grade Students
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Heath, Vickie L. – ProQuest LLC, 2013
This quantitative study explored if significant differences exist between how fifth-grade students produce a written response to a narrative prompt using online versus offline writing platforms. The cultural and social trend of instructional and assessment writing paradigms in education is shifting to online writing platforms (National Assessment…
Descriptors: Statistical Analysis, Writing Skills, Grade 5, Prompting
Visualizing Gender with Fifth Grade Students
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Brown, David W., Jr.; Albers, Peggy – Middle Grades Research Journal, 2014
How do fifth-grade students in a gifted class construct understandings of the opposite sex? In what ways do these constructions manifest in the visual texts created in literacy and language arts classrooms? This qualitative study integrated visual arts to understand how fifth-grade gifted students represented and perceived gender roles. Using…
Descriptors: Gender Differences, Grade 5, Academically Gifted, Qualitative Research
"Do You Have a Brother? I Have Two!": The Nature of Questions Asked and Answered in Text-Focused Pen Pal Exchanges
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Hughes, Elizabeth M.; Evering, Lea; Malloy, Jacquelynn A.; Gambrell, Linda B. – Reading Horizons, 2014
Authentic learning experiences are those in which students engage with texts as well as the behaviors of reading and writing within contexts of real-world use beyond traditional academic use. This study provides quantitative analysis of how students (n = 200) engaged with an adult pen pal in a shared literacy experience. Findings indicate that…
Descriptors: Reading Comprehension, Reading Writing Relationship, Reading, Reading Instruction
The Impact of Science Notebook Writing on ELL and Low-SES Students' Science Language Development and Conceptual Understanding
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Huerta, Margarita – ProQuest LLC, 2013
This quantitative study explored the impact of literacy integration in a science inquiry classroom involving the use of science notebooks on the academic language development and conceptual understanding of students from diverse (i.e., English Language Learners, or ELLs) and low socio-economic status (low-SES) backgrounds. The study derived from a…
Descriptors: Statistical Analysis, Writing Assignments, Inquiry, Science Instruction