Date of Award
12-2021
Degree Type
Certificate of Advanced Study
Program
Connecticut Literacy Specialist
Advisor
Dr. Karen C. Waters
Abstract
According to the National Assessment for Educational Progress (NAEP, 2012), writing proficiency across the country has been stagnant for the past generation. This “writing crisis” has the potential to impact job preparedness, reading development, and the future of our nation’s students. Additionally, teachers are ill-prepared with the knowledge and time to best teach writing. The purpose of this study was to identify best practices in elementary narrative writing and to explore the effectiveness of implementation in a grade 2 classroom. Experts agree that process writing, use of mentor text, explicit instruction in text structure, and peer feedback increase student writing proficiency. Data collection consisted of pre and post writing assessments as measured by the Teachers College Reading and Writing Project Narrative Writing Rubric. Results confirmed the efficacy of the aforementioned elements, with particular emphasis in writer’s craft and elaboration. Future directions should focus on the conventions of spelling and grammar instruction for diverse populations.
Recommended Citation
Stevenson, Tahlya, "Writing: The Lost Literacy… Found!" (2021). Certificate of Advanced Studies (CAS) in Literacy. 14.
https://digitalcommons.sacredheart.edu/lit/14
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Included in
Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons
Comments
Prepared for EDR 692 Applied Reading and Language Arts Research. A thesis submitted in partial fulfillment of the coursework required for the post-masters' Certificate of Advanced Studies (CAS) in Literacy.