A Study of the Effect of Guided Imagery on Creative Writing in Grades Five and Six

The purpose of this study was to determine if children in grades five and six would use more sensory details in their creative writing when provided guided imagery lessons and whether or not there was a difference between boys and girls in their response to guided imagery. The data was gathered from nine weeks of creative writings of 50 fifth and sixth grade children. An experimental group of 25 students received guided imagery lessons prior to creative writing. The control group of 25 students did not receive the guided imagery, but was given the same creative writing assignment. A count of sensory details was taken and a mean score given to each raw score. The analysis of data revealed that students who received the guided imagery lessons prior to creative writing used more sensory details in their creative writing and that girls in the experimental group used more sensory details in their creative writing than boys in the experimental group. The conclusion drawn from this study was that guided imagery prior to creative writing produced a more detailed writing paper by fifth and sixth grade students.

Name thesis:degree_name

Master of Science in Education in Elementary Education

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Childhood Education and Family Studies

Year

1986

Author dc:creator

• Cooney, Judith Mulick

Contributors dc:contributor

• Darrell Roubinek

• Elementary Education and Teaching

Statement dc:rights

• © Judith Mulick Cooney

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/474

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1475