A research paper that examines whether writing instruction is enhanced with the use of power writing beginning at the kindergarten level.
Written in 2008; 2,884 words; 18 sources; APA; $ 85.95
Paper Summary:
The paper explores whether the use of power writing improves the literacy development of kindergartners. The paper explains that power writing describes a three-step process that can be applied to all forms of expository, persuasive or personal narrative writing. The paper examines the elements of writing and the essentials for a strong writing program. The paper stresses that literacy goals must begin in the kindergarten classroom and not wait until the children can read and spell correctly.
Outline:
Chapter 1: Introduction
Problem to be Investigated
Purpose of the Study
Importance of the Study
Research Question
Definition of Terms
Chapter 2: Literature Review
What is Writing?
Essentials for a Strong Writing Program
Power Writing
Writing in Kindergarten
Conclusion
From the Paper:
"In Ontario, student achievement in writing is assessed by the writing portion of the Grade 3 Assessment of Writing by the Education Quality and Accountability Office (EQAO). The results of these standardized tests are broken down into categories. Students consistently score lowest in the category of "organization of ideas" for the reading and writing segment. Realizing the need for improvement, the school boards, the schools, and the administrators are able to establish and implement a set of strategies and interventions to achieve progress. It is their responsibility to ensure that primary students have the best possible opportunity to become effective writers. Educators know that children's reading and writing achievement at the end of Grade 3 will depend in large part on the reading and writing instruction they receive in Kindergarten, Grade 1 and Grade 2 and so they work collaboratively to ensure seamless progression (Ministry of Education, 2003)."
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