Scaffolding Student Writing

Improvement of student writing continues to be a focus for teachers.  An effective approach to scaffolding student writing is through the utilization of researched-based tools and strategies.  This study examined the effectiveness of teacher-prepared criteria/information handouts to the use of a tea...

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Bibliographic Details
Published in:Language & literacy (Kingston, Ont.) Ont.), 2011-05, Vol.13 (1), p.14-38
Main Authors: Price, Elaine A., Harkins, Mary Jane
Format: Article
Language:English
Subjects:
Behavior Problems
book-reponse writing
Educational Strategies
Instructional Materials
Learner Engagement
Literacy
Student writing
teacher tools
Teaching Methods
writing
Writing instruction
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Summary:Improvement of student writing continues to be a focus for teachers.  An effective approach to scaffolding student writing is through the utilization of researched-based tools and strategies.  This study examined the effectiveness of teacher-prepared criteria/information handouts to the use of a teacher-adapted graphic organizer for improvement of student book-response writing.  Through a student-completed survey generalization, or environmental change, was also investigated.  Evidence supports generalization, and findings indicate significant increases within student book-response writing for the number of areas included for analysis, number of points made, and number of supporting points.  Implications for students, teachers, and future research are considered.
ISSN:1496-0974
1496-0974
DOI:10.20360/G2C88P