Date of Award
2015
Degree Name
Curriculum and Instruction
College
College of Education
Type of Degree
Ed.D.
Document Type
Dissertation
First Advisor
Samuel Securro, Jr.
Second Advisor
Michael Cunningham
Third Advisor
Fran Simone
Fourth Advisor
Terrence Stange
Abstract
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.
Subject(s)
Teachers -- Training of.
Teaching.
Recommended Citation
Allenger, Mindy S., "Effects of Teacher Prompting Techniques on the Writing Performance of Fourth and Fifth Graders" (2015). Theses, Dissertations and Capstones. 942.
https://mds.marshall.edu/etd/942
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons
