{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/6146"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/6146","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"A Comparative Study of Two Process Approaches to the Teaching of Writing to Third Grade Students","abstract":"The purpose of this study was to determine if the quality of writing of third grade students instructed in a structured method of writing would vary from that of a similar group instructed in an unstructured method. The element of learning style that denoted a preference for structure or lack of preference for structure was considered to determine any significant relationship with writing achievement. This study was conducted over a ten-week period with twenty-four third-grade students. Pre-treatment and post-treatment writing samples were collected. One group of students, (Group I) was instructed using a structured approach to writing. The other group (Group II) was instructed in an unstructured approach to writing. The element of the Learning Styles Inventory: Primary Version that pertained to structure was administered to all subjects. Data comparing pre-treatment and post-treatment scores of Group I and Group II were analyzed using a dependent t test. Data comparing post-treatment scores of Group I and II were analyzed using an independent t test. Chi-square was used to determine any relationship between writing achievement and learning style. The analysis of the data revealed that Group I, the group using the structured method, showed a significant gain from pre-treatment to post-treatment samples. There was no significant difference between pre-treatment and post-treatment samples of Group II, but there was some gain. There was no significant difference between the post-treatment scores of Group I and Group II. There was no significant relationship between writing scores and learning style for Group I or Group II. Based on analysis of the data, the conclusion can be drawn that both groups improved using a process-based writing approach. The structured group demonstrated significant gains. Learning style did not seem to have any relationship to the writing achievement of this group of student over the ten-week treatment period. Interest in the writing process and the inter-relatedness of learning style and writing achievement reveals numerous areas for further research. This supports awareness of learning styles and use of a process approach to writing in the classroom.","abstract_html":"The purpose of this study was to determine if the quality of writing of third grade students instructed in a structured method of writing would vary from that of a similar group instructed in an unstructured method. The element of learning style that denoted a preference for structure or lack of preference for structure was considered to determine any significant relationship with writing achievement. This study was conducted over a ten-week period with twenty-four third-grade students. Pre-treatment and post-treatment writing samples were collected. One group of students, (Group I) was instructed using a structured approach to writing. The other group (Group II) was instructed in an unstructured approach to writing. The element of the Learning Styles Inventory: Primary Version that pertained to structure was administered to all subjects. Data comparing pre-treatment and post-treatment scores of Group I and Group II were analyzed using a dependent t test. Data comparing post-treatment scores of Group I and II were analyzed using an independent t test. Chi-square was used to determine any relationship between writing achievement and learning style. The analysis of the data revealed that Group I, the group using the structured method, showed a significant gain from pre-treatment to post-treatment samples. There was no significant difference between pre-treatment and post-treatment samples of Group II, but there was some gain. There was no significant difference between the post-treatment scores of Group I and Group II. There was no significant relationship between writing scores and learning style for Group I or Group II. Based on analysis of the data, the conclusion can be drawn that both groups improved using a process-based writing approach. The structured group demonstrated significant gains. Learning style did not seem to have any relationship to the writing achievement of this group of student over the ten-week treatment period. Interest in the writing process and the inter-relatedness of learning style and writing achievement reveals numerous areas for further research. This supports awareness of learning styles and use of a process approach to writing in the classroom.","abstract_has_math":false,"creators":["Clark, Anita J."],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Whited, Frances Moroney"],"committee_chairs":[],"committee_members":[],"year":1985,"date_issued":"1985-08-01","date_published":"1985-08-01","updated_at":"2026-07-27T19:01:41Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/6146","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Whited, Frances Moroney"]},{"key":"dc:creator","label":"Author","values":["Clark, Anita J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-07T22:06:42Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-07T22:06:42Z"]},{"key":"dc:date.issued","label":"Date","values":["1985-08-01"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/20.500.12648/6146"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine if the quality of writing of third grade students instructed in a structured method of writing would vary from that of a similar group instructed in an unstructured method. The element of learning style that denoted a preference for structure or lack of preference for structure was considered to determine any significant relationship with writing achievement. This study was conducted over a ten-week period with twenty-four third-grade students. Pre-treatment and post-treatment writing samples were collected. One group of students, (Group I) was instructed using a structured approach to writing. The other group (Group II) was instructed in an unstructured approach to writing. The element of the Learning Styles Inventory: Primary Version that pertained to structure was administered to all subjects. Data comparing pre-treatment and post-treatment scores of Group I and Group II were analyzed using a dependent t test. Data comparing post-treatment scores of Group I and II were analyzed using an independent t test. Chi-square was used to determine any relationship between writing achievement and learning style. The analysis of the data revealed that Group I, the group using the structured method, showed a significant gain from pre-treatment to post-treatment samples. There was no significant difference between pre-treatment and post-treatment samples of Group II, but there was some gain. There was no significant difference between the post-treatment scores of Group I and Group II. There was no significant relationship between writing scores and learning style for Group I or Group II. Based on analysis of the data, the conclusion can be drawn that both groups improved using a process-based writing approach. The structured group demonstrated significant gains. Learning style did not seem to have any relationship to the writing achievement of this group of student over the ten-week treatment period. Interest in the writing process and the inter-relatedness of learning style and writing achievement reveals numerous areas for further research. This supports awareness of learning styles and use of a process approach to writing in the classroom."]},{"key":"dc:title","label":"Title","values":["A Comparative Study of Two Process Approaches to the Teaching of Writing to Third Grade Students"]}]}],"canonical_facts":{"dc:contributor.advisor":["Whited, Frances Moroney"],"dc:creator":["Clark, Anita J."],"dc:date.accessioned":["2021-09-07T22:06:42Z"],"dc:date.available":["2021-09-07T22:06:42Z"],"dc:date.issued":["1985-08-01"],"dc:description.abstract":["The purpose of this study was to determine if the quality of writing of third grade students instructed in a structured method of writing would vary from that of a similar group instructed in an unstructured method. The element of learning style that denoted a preference for structure or lack of preference for structure was considered to determine any significant relationship with writing achievement. This study was conducted over a ten-week period with twenty-four third-grade students. Pre-treatment and post-treatment writing samples were collected. One group of students, (Group I) was instructed using a structured approach to writing. The other group (Group II) was instructed in an unstructured approach to writing. The element of the Learning Styles Inventory: Primary Version that pertained to structure was administered to all subjects. Data comparing pre-treatment and post-treatment scores of Group I and Group II were analyzed using a dependent t test. Data comparing post-treatment scores of Group I and II were analyzed using an independent t test. Chi-square was used to determine any relationship between writing achievement and learning style. The analysis of the data revealed that Group I, the group using the structured method, showed a significant gain from pre-treatment to post-treatment samples. There was no significant difference between pre-treatment and post-treatment samples of Group II, but there was some gain. There was no significant difference between the post-treatment scores of Group I and Group II. There was no significant relationship between writing scores and learning style for Group I or Group II. Based on analysis of the data, the conclusion can be drawn that both groups improved using a process-based writing approach. The structured group demonstrated significant gains. Learning style did not seem to have any relationship to the writing achievement of this group of student over the ten-week treatment period. Interest in the writing process and the inter-relatedness of learning style and writing achievement reveals numerous areas for further research. This supports awareness of learning styles and use of a process approach to writing in the classroom."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/6146"],"dc:language.iso":["en_US"],"dc:title":["A Comparative Study of Two Process Approaches to the Teaching of Writing to Third Grade Students"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:01:41Z"}