Graduate Research Papers

Availablity

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

Comments

If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

2007

Object Description

1 PDF file (55 pages)

File Format

application/pdf

Share

COinS