A Longitudinal Intervention Study of the Effects of Increasing Amount of Meaningful Writing across Grades 1 and 2
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| Title: | A Longitudinal Intervention Study of the Effects of Increasing Amount of Meaningful Writing across Grades 1 and 2 |
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| Language: | English |
| Authors: | Gustaf B. Skar (ORCID |
| Source: | Reading and Writing: An Interdisciplinary Journal. 2024 37(6):1345-1373. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education Grade 2 |
| Descriptors: | Writing Instruction, Intervention, Grade 1, Grade 2, Program Effectiveness, Foreign Countries, Writing Improvement, Handwriting, Student Attitudes, Elementary School Students |
| Geographic Terms: | Norway |
| DOI: | 10.1007/s11145-023-10460-0 |
| ISSN: | 0922-4777 1573-0905 |
| Abstract: | The current study examined the effectiveness of a "writing is caught" approach with young developing writers in Norway. This method is based on the premise that writing competence is acquired naturally through real use in meaningful contexts. Our longitudinal randomized control trial study tested this proposition by examining if increasing first grade students' opportunities to write in various genres for different purposes and for a range of audiences over a two-year time period improved the quality of their writing, handwriting fluency, and attitude towards writing. The study included data from 942 students (50.1% girls) in 26 schools randomly assigned to the experimental treatment, and 743 students (50.6% girls) in 25 schools randomly assigned to the business-as-usual (BAU) control condition. Across Grades 1 and 2, experimental teachers were asked to supplement their typical writing instruction by implementing 40 writing activities designed to increase students' purposeful writing. Increasing experimental students' writing over the two-year period did not result in statistically detectable differences in the writing quality, handwriting fluency, and attitude towards writing of students in the experimental and BAU control conditions. These findings did not provide support for the effectiveness of the "writing is caught" approach. Implications for theory, research, and practiced are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1425928 |
| Database: | ERIC |
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| Abstract: | The current study examined the effectiveness of a "writing is caught" approach with young developing writers in Norway. This method is based on the premise that writing competence is acquired naturally through real use in meaningful contexts. Our longitudinal randomized control trial study tested this proposition by examining if increasing first grade students' opportunities to write in various genres for different purposes and for a range of audiences over a two-year time period improved the quality of their writing, handwriting fluency, and attitude towards writing. The study included data from 942 students (50.1% girls) in 26 schools randomly assigned to the experimental treatment, and 743 students (50.6% girls) in 25 schools randomly assigned to the business-as-usual (BAU) control condition. Across Grades 1 and 2, experimental teachers were asked to supplement their typical writing instruction by implementing 40 writing activities designed to increase students' purposeful writing. Increasing experimental students' writing over the two-year period did not result in statistically detectable differences in the writing quality, handwriting fluency, and attitude towards writing of students in the experimental and BAU control conditions. These findings did not provide support for the effectiveness of the "writing is caught" approach. Implications for theory, research, and practiced are discussed. |
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| ISSN: | 0922-4777 1573-0905 |
| DOI: | 10.1007/s11145-023-10460-0 |
