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|Title:||What is the relationship of two staff development approaches: Early Literacy Inservice Course (ELIC) versus the traditional approach on writing composition performance of grade three students|
|Author(s):||Davis, Gloria Allen|
|Doctoral Committee Chair(s):||Rodgers, Frederick A.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Teacher Training
Education, Curriculum and Instruction
|Abstract:||The purpose of this study was to examine the relationship of a staff development: Early Literacy Inservice Course (ELIC) and writing achievement performance of grade three urban students. The sample population consisted of students in four third-grade classrooms. Two of these were regular classrooms. Two were ESEA classrooms where students scored at stanines three or below on a standardized reading test (Iowa Tests of Basic Skills (ITBS)). The Test of Written Language-2 (TOWL-2) forms A and B were administered for data collection in addition to the collection of six writing samples. Classroom observations and interviews were completed. In addition, statistical analysis of the writing samples and TOWL-2 included one-way ANOVA, two-way ANOVA and ANCOVA which were used for data analysis.
The results of the study indicated that the combined treatment groups had a higher mean gain than the control groups and then the ESEA groups had a lower mean gain than the regular groups for Contrived Writing, if gains were adjusted for ITBS reading level. ELIC produced no significant difference in the achievement gains for the four groups when written language was measured through a free spontaneously written essay.
There were no statistically significant differences in overall narrative or persuasive writing achievement for the four groups or the two groups. However, ELIC appeared to reduce the gap in narrative and persuasive writing achievement between the ESEA and regular classes. The narrative mean score increased and met the acceptable score of fifteen using the IGAP scoring rubric, while the persuasive score increased to twelve and was moving closer to the standard of fifteen. The presence of an on site ELIC facilitator and collaboration among teachers, as influenced by ELIC served to improve overall writing instruction and achievement. The findings of this study helped demonstrate how to improve the overall climate for writing and thus impact student achievement.
|Rights Information:||Copyright 1996 Davis, Gloria Allen|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9625127|