Date of Award
11-1983
Culminating Project Type
Thesis
Degree Name
Curriculum and Instruction: M.S.
Department
Teacher Development
College
School of Education
First Advisor
Roger Rouch
Second Advisor
Lynette Y.C. Char
Third Advisor
Floyd W. Ayers
Keywords and Subject Headings
Reading Instruction, Writing Skill, Elementary Students
Abstract
PROBLEM:
A reading test score and a writing sample were obtained from 52 fifth grade students in an attempt to test two hypotheses. First, that there is a relationship between reading skills and writing skills. Secondly, that children who are taught reading primarily through a language experience approach (LEA) will have stronger writing skills than children who are taught reading primarily through a traditional basal approach (TBA) when neither instructional group had an organized writing curriculum in their school.
PROCEDURE:
Since each group took a different standardized reading test, percentile ranks from the comprehension subtest of each instrument were used as a measure of reading skill. The writing sample collected was narrative in nature and completed by the students following the viewing of a soundless film. This study utilized a trait scoring system developed and scored by the researcher.
The Kendall Correlation Coefficient (Tau) was used to test the relationship between reading skills and writing skills. The Mann-Whitney U test was utilized to test the null hypothesis that there are no differences between the mean rank score of two instructional subgroups (TBA and LEA) on the three writing scores (organization/ situation enhancement, sensory detail and total).
FINDINGS:
The data of this study supported the hypothesis that there is a relationship between reading skills and writing skills. However, the experimental hypothesis that there is a difference between the writing skill of students from the two instructional reading groups failed to be substantiated by the data of this study.
CONCLUSIONS:
Before confirming the findings of this study, the researcher suggested that further investigation, carefully designed and controlled, be conducted in the area of reading/writing relationships. Particular attention should be paid to the examination of various instructional practices in reading and writing which could assist teachers in the most efficient and effective methods of instruction.
Recommended Citation
Nielsen, Diane Corcoran, "The Relationship between the Primary Method of Reading Instruction and the Writing Skill of Fifth Grade Students" (1983). Culminating Projects in Teacher Development. 68.
https://repository.stcloudstate.edu/ed_etds/68
