Graduate Research Papers
Availability
Open Access Graduate Research Paper
Keywords
Reading Recovery Program (Ohio State University); Creative writing (Primary education);
Abstract
The article describes descriptive research about one Reading Recovery teacher's design and implementation of a nine week in-class writing model in a first grade classroom. The instructional model was implemented for 45 minutes daily for nine weeks and included mini-lessons, shared writing, writing about a read-aloud, independent writing, and opportunities for students to share their writing. Discussed are the theory and rationale, design, implementation, and findings resulting from the additional instruction.
The benefits of the short-term model include improvements in all students' writing, stronger connections between pull-out and in-class writing for Reading Recovery students, improved self-perceptions of writers, increased collaboration between the Reading Recovery and classroom teacher, and opportunities for more personalized instruction. Also included is a special focus and analysis of how four Reading Recovery students benefited from the specialized instruction. In the future, the teachers would like to expand the model, making it a long-term intervention in all first grade classrooms in their schools.
Year of Submission
2007
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Penny L. Beed
Date Original
2007
Object Description
1 PDF file (55 pages)
Copyright
©2007 Sarah Nadine Dorsey
Language
en
File Format
application/pdf
Recommended Citation
Dorsey, Sarah Nadine, "From isolation to integration : an in-class writing model for literacy specialists" (2007). Graduate Research Papers. 552.
https://scholarworks.uni.edu/grp/552
Comments
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