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Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study

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  • Cindy D'On Jones

Abstract

This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a traditional writing instruction control group. Results revealed significant differences among the 3 methods of instruction for influencing student learning of compositional writing skills. Implications of these findings are discussed.

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  • Cindy D'On Jones, 2015. "Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(1), pages 35-44, January.
    • Handle: RePEc:taf:vjerxx:v:108:y:2015:i:1:p:35-44
    DOI: 10.1080/00220671.2013.836466
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