What is the relationship of two staff development approaches: Early Literacy Inservice Course (ELIC) versus the traditional approach on writing composition performance of grade three students

The purpose of this study was to examine the relationship of a staff development: Early Literacy Inservice Course (ELIC) and writing achievement performance of grade three urban students. The sample population consisted of students in four third-grade classrooms. Two of these were regular classrooms. Two were ESEA classrooms where students scored at stanines three or below on a standardized reading test (Iowa Tests of Basic Skills (ITBS)). The Test of Written Language-2 (TOWL-2) forms A and B were administered for data collection in addition to the collection of six writing samples. Classroom observations and interviews were completed. In addition, statistical analysis of the writing samples and TOWL-2 included one-way ANOVA, two-way ANOVA and ANCOVA which were used for data analysis.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Davis, Gloria Allen

Contributors dc:contributor

• Rodgers, Frederick A.

• Education, Elementary
• Education, Teacher Training
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1996 Davis, Gloria Allen

Language dc:language

eng

Identifier

AAI9625127
(UMI)AAI9625127

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21728