You are here

UCF Digital Collections ยป ETD Collection

HOW DOES THE USE OF PICTURE BOOKS DURING INSTRUCTION IMPROVE STUDENT WORD CHOICE IN WRITING?

Download pdf | Full Screen View

Date Issued:
2005
Abstract/Description:
The purpose of my research was to determine how the use of picture books during instruction would improve student word choice in writing. Donald Graves (2003), a renowned researcher in the teaching of writing, states, "All children need . . . to be surrounded with poetry, stories, information books, biography, science and history, imaginative and factual books." Graves' research presents successful classroom instruction when teachers incorporate literature as a fundamental part of their reading and writing instruction. Likewise, Susan Anderson McElveen and Connie Campbell Dierking (2000) conducted a study with their students using picture books as "precise examples" to teach writing. Their analysis of data showed that using children's literature, or picture books, served as a "bridge that linked the target skill with the reason for thinking, speaking, and writing like a writer" with their students. The subjects of my study were my fourth-grade students. I obtained data for this study from student writing samples, anecdotal records of my students, my daily reflections, class discussions, debriefings, and writing activities. I assessed students' writing samples using criteria for assessing word choice in the 6-Point Writing Guide in Vicki Spandel's (2005) Creating Young Writers. This study found that the majority of my students demonstrated improved word choice in their writing. Limitations of this study are discussed, as well as implications for future use of picture books during instruction.
Title: HOW DOES THE USE OF PICTURE BOOKS DURING INSTRUCTION IMPROVE STUDENT WORD CHOICE IN WRITING?.
30 views
13 downloads
Name(s): McAdams, Laurie, Author
Camp, Donna, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2005
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of my research was to determine how the use of picture books during instruction would improve student word choice in writing. Donald Graves (2003), a renowned researcher in the teaching of writing, states, "All children need . . . to be surrounded with poetry, stories, information books, biography, science and history, imaginative and factual books." Graves' research presents successful classroom instruction when teachers incorporate literature as a fundamental part of their reading and writing instruction. Likewise, Susan Anderson McElveen and Connie Campbell Dierking (2000) conducted a study with their students using picture books as "precise examples" to teach writing. Their analysis of data showed that using children's literature, or picture books, served as a "bridge that linked the target skill with the reason for thinking, speaking, and writing like a writer" with their students. The subjects of my study were my fourth-grade students. I obtained data for this study from student writing samples, anecdotal records of my students, my daily reflections, class discussions, debriefings, and writing activities. I assessed students' writing samples using criteria for assessing word choice in the 6-Point Writing Guide in Vicki Spandel's (2005) Creating Young Writers. This study found that the majority of my students demonstrated improved word choice in their writing. Limitations of this study are discussed, as well as implications for future use of picture books during instruction.
Identifier: CFE0000592 (IID), ucf:46473 (fedora)
Note(s): 2005-08-01
M Ed
Education, Department of Teaching and Learning Principles
Masters
This record was generated from author submitted information.
Subject(s): writing
picture books
models for writing
children's literature
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0000592
Restrictions on Access: public
Host Institution: UCF

In Collections