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Dissertations / Theses on the topic 'EDUCATION / Language Experience Approach'

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Published: 4 June 2021
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1

Wright, Marilyn Joyce. "Word processing and the language experience approach in the first-grade classroom." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3088.

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The purpose of this study was to determine the efficacy of the use of microcomputers together with the Language Experience Approach in first-grade classrooms for the teaching of writing. Sample and procedure. The research program involved 111 children from four first-grade classrooms which were chosen on the basis of equivalent socio-economic levels and academic achievement. Three methods of teaching writing were studied: a computer program for word processing, the Language Experience Recorder (LER), concurrent with the Language Experience Approach; the Language Experience Approach (LEA) without computers; and the Basal approach generally used by teachers of the basal reader. Two classrooms were taught with LER, one with LEA and one with Basal. Ten compositions were collected from each child over a period of time from March, 1987 to June, 1987. The first two were evaluated as pretest stories, the last two were evaluated as post-test stories. Four evaluative measures were used to analyze the children's progress: the standardized measure Comprehensive Tests of Basic Skills (CTBS); two computer programs, LER and PC-Style; and a checklist designed by the research. An initial statistical measure, analysis of variance (ANOVA), was used to determine comparability of the groups. An analysis of covariance (ANCOVA) was used to determine significance between scores obtained by the three groups, and independent t tests were used to determine gains within the groups. Ten hypotheses dealt with such components of writing as story length, specific vocabulary use, work length, meaning units, use of compound and complex sentences, unification, and percent of personal words, and with growth in reading and language ability. Results. While all groups gained in writing proficiency, the LEA group made the most gains, scoring high in number of words, meaning units, use of compound and complex sentences, unification, and on the language section of the CTBS. The Basal group scored high on specific vocabulary, average word length and reading on the CTBS. The LER group scored high in use of personal words. The rank order of each group for each measure was relatively stable for the duration of the project. Because length of time spent in writing in individual classrooms and consistency of editing assistance were not controlled, the results of scores between groups were not comparable. However, gains within groups provided significant data and revealed growth in all groups on a majority of the components tested. One-to-one editing sessions with the classroom teacher may have had the greatest influence on first-grade writers. The consistency of one editor with expertise in positive criticism appeared to result in longer, richer and more cohesive compositions. The computer was found to be a valid instrument for teaching writing in first grade, as well as for increasing interest in writing and enhancing children's self-esteem.
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2

Meyers, Robert H. "Moving into whole language practices." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/714.

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3

Pietsch, Susan. "Reaction and action: A study of progress into whole language." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/964.

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4

Fiorindo, Marcia Ann Musket. "How to transition from a traditional classroom to a whole language classroom by implementing a fourth grade social studies-language arts unit that meets the needs of all students." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/896.

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5

Arvin, Rosanne. "Application of the Language Experience Approach for Secondary Level Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/297.

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This study was conducted to determine the effectiveness of the language experience approach (LEA) for teaching reading and writing skills to functionally illiterate high school students who were identified as learning disabled. Twenty-one 9th-grade students ages fifteen to sixteen participated. The students were divided into a control group and an experimental group. The control group was instructed through the use of a commercial reading kit, Reader's Workshop I (1974). The experimental group received instruction using the LEA which uses student written material to generate reading skill activities. To verify effectiveness of the LEA, pre- and posttests of the Stanford Diagnostic Reading Test (1976), or SDRT, brown level, forms A and B and the Sentence Writing Strategy Pretest (1985), or SWSP, were administered to both the control and experimental groups. The results on the subtests of the SDRT indicated no significant gains or losses of reading skill ability for either group. The SWSP though, indicated a significant gain in sentence writing ability of 29 percentage points for the experimental group while the control group lost 11 percentage points. It is therefore evident that the language experience approach can be successful for teaching reading and writing skills to functionally illiterate high school students because it integrates reading and writing rather than providing detached skill instruction.
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6

Samuels, Maxine F. "A qualitative study of planning practices in a whole language elementary classroom /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946294.

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7

Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.

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8

Miller, Frank J. (Franklin Joe) 1943. "Usage of Whole-Language Instruction in Elementary-School Classrooms: a Case Study." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278860/.

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This qualitative research study examined the usage of whole-language instruction in the classrooms of four self-professed whole-language teachers. Data were collected from the following sources: classroom observations; interviews with the teachers and their principals; and a study of lesson plans, student work, textbooks, and curriculum guides. The following conclusions were drawn from the study. The teachers' pre-existing philosophical views regarding language instruction influenced the effectiveness with which they implemented whole-language instruction more than any other single factor. These philosophical bases also determined, to a large extent, the kinds of whole-language practices and strategies the teachers used in their instruction. The skills-oriented teachers most often stated that they used whole-language instruction in order to review or reinforce skills. The more holistic teachers most often stressed language development, language appreciation, and self expression. The data collected in this study led to the conclusion that teachers must become knowledgeable of whole-language principles and make a personal commitment to the whole-language philosophy in order to develop integrated, coherent whole-language instructional programs. The data also led the researcher to conclude that assessment of whole-language instruction was an area of ambiguity and uncertainty for the teachers involved in the study. The following recommendations were made from the study. Teachers should make conscious efforts to become cognizant of their basic philosophies and beliefs regarding how children learn and develop. Teachers should then ensure that their practices are consistent with their beliefs. Increased emphasis should be placed on developing appropriate means for assessing the effectiveness of whole-language instruction. School districts should provide adequate in-service opportunities and support services and receive the commitment of the teachers before initiating district-wide whole-language programs. Further research should be conducted on how teachers are affected when they are required to teach in ways which are inconsistent with their basic philosophies and/or teaching styles.
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9

Lo, Anne Ma. "The language experience approach in second language learning, with particular reference to early secondary schooling in Hong Kong." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1107/.

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10

Schwinn, Sandra Jean. "Early reading success: Parents make a difference." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1035.

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11

Long, Emily S. Baer G. Thomas. "The effects of an integrated language arts curriculum on the writing improvement of first grade students." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101118.

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Thesis (Ed. D.)--Illinois State University, 1990.<br>Title from title page screen, viewed November 8, 2005. Dissertation Committee: G. Thomas Baer (chair), Ronald Halinski, Jeanne Morris, David Tucker. Includes bibliographical references (leaves 66-70) and abstract. Also available in print.
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12

Woodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.

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13

Warren, Jennifer. "Whole language - reading and parents: A parent in-service." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1057.

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14

Carrigan, Anthony. "Using the language experience approach to introduce reading and writing to first and second language grade one school children." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26792.

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This study provides empirical research on the Language Experience Approach (LEA) to introducing the reading and writing process to beginner, First Language (L1) and Second Language (L2) readers. This is a worthwhile area of current research because LEA is a precursor to Whole Language. In the province of British Columbia, Whole Language is quickly becoming a very popular reading program. Whole Language incorporates a great deal of LEA in theory and in practice. Yet, while many researchers and educators have praised LEA and Whole Language in general, with particular value for L2 students, little empirical research on LEA exists. This study attempts to provide some of this necessary empirical research. An experiment was designed with an independent variable and several dependent variables. The independent variable consisted of one treatment using LEA and another treatment not using LEA. The dependent variables measured growth in reading and writing ability, growth in reading interest, and growth in ESL acquisition. Three Grade One classrooms were involved. Two used a popular, basal reader program and the other used LEA. Fifty percent or more of the students in the three classes were L2 students. Five research hypotheses were formulated. They were: (a) reading ability In the experimental group (LEA) would be greater than in the control group (basal readers), (b) creative writing ability in the experimental group would be greater than in the control group, (c) reading interest in the experimental group would be greater than in the control group, (d) Second Language acquisition would be greater with the L2 students in the experimental group than with those in the control group and, (e) L2 students in the experimental group would perform better in reading and writing ability and would have a greater increase in reading than their L2 peers in the control group. The experiment ran for seven months. During the course of the experiment, a formal checklist was used, in periodic visits to the classrooms, to ensure the experimental group was using LEA and the control group was not. Pretests were given in readiness, ESL ability, skill in independent writing, and in attitude towards reading. Posttests were given in vocabulary growth, reading comprehension, ESL ability, skill in independent writing, and attitude towards reading. The research hypotheses were designed in the experiment as five null hypotheses. Rejection of these null hypotheses occurred if p < .05. ANCOVA were used as tests of significance. Of the five null hypotheses, only the one for reading ability was rejected. There were significant differences in reading ability between the LEA and basal reader groups. The scores on the reading posttests favored the subjects using the basal readers. There were no significant differences in writing ability, reading interest, and L2 acquisition between the two groups and between the L2 subjects in the two groups. The results indicate more empirical research is urgently required. Before Whole Language, similar in philosophy and technique to LEA, is hastily adopted in British Columbia as the next, major Language Arts program, more empirical research is needed to determine whether or not Whole Language is in fact, a superior program.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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15

Prehoda, Joan Marie. "Bridging the gap between parents and schools: A parent education model." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/649.

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16

Bethurum, Sheril Lee. "Helping classroom volunteers have a positive impact on literacy acquisition." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1064.

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17

Pickett, Isabel Ann. "Creating a child-centered integrated science/language arts curriculum using a year-long theme." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/672.

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18

Hernandez, Nellie D. "Integrating folklore in a literature based curriculum using a whole language approach." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/342.

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19

Shapiro, Ardyth. "A Descriptive Study of the Implementation of an Integrated Whole Language Approach at the Fifth Grade Level." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1205.

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The purpose of this study was to describe the implementation of a major curriculum change at the fifth grade level in two different school district settings; an urban district and a suburban district. The major curriculum change was a shift from traditional reading and language arts instructional approaches to an Integrated Whole Language instructional approach. The implementation of this change was examined on the basis of self-reports by administrators, teachers, and students and was analyzed in the context of organizational factors in schools that have typically influenced change. These included school district demographics, the decision making process, administrative support, inservice training, the principal's leadership role, and resources available. Additionally, the study investigated the relationship between teacher self-reported implementation behaviors and student self-reported attitudes and behaviors related to reading and writing. A blend of qualitative and quantitative research methodologies was employed to describe the implementation as a change process. Extensive descriptive data was collected from school districts, individual schools, administrators and teachers. Teacher administrator interviews were conducted to develop description of organizational factors, and teachers reported their implementation behaviors on a questionnaire. Teacher implementation scores were used to describe difference between teachers, schools, and districts. A major conclusion was that change is an individual and developmental process. Differences existed in teacher implementation scores and perceptions of the change. It was also concluded that significant differences between administrator and teacher interview responses were related to different knowledge and involvement levels, and a reported lack of principal support. Within school differences and between district differences were found and were related to contextual factors.
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20

Patten, Ivy Kaufhold. "An electronic writing portfolios program for the primary classroom." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1220.

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21

Marshall, Ailsa. "The relationship between teachers' attitudes to the teaching of writing and whole-language/skills-based philosophies." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28773.

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This study investigated teachers' attitudes towards four specific strands isolated from views propounded in recent literature and research on the teaching of written composition. Much discussion in this field has focused on a "new paradigm" in that educators and researchers alike have come to view writing from a new perspective. Certain aspects of this new perspective on the teaching of writing appear to be shared by various sources in the literature. From this body of writing the researcher identified and isolated four distinct, though interwoven, shared values or "strands." These concerned Control on the part of the student-writer, Respect for what the student-writer has to say in his or her writing, Sharing the writing process, and Learning from writing by using writing as a tool for learning. A questionnaire was constructed to probe teachers' attitudes to each of these strands. Two sample populations, one with a whole-language and one with a non-integrated orientation towards teaching language, were identified. Twenty-five teachers from each population answered a three-part questionnaire. The main body of the survey probed attitudes to each of the strands. T-test results indicate that, while the whole-language oriented group reacted more favorably to all four strands in general, statistically this was highly significant in only two of the strands. That is, CONTROL on the part of the writer, and SHARING the writing process as in a community of writers appeared to be valued more highly amongst teachers with a whole-language orientation. This suggests that there may be a relationship between a whole-language orientation and these two aspects of teaching writing.<br>Education, Faculty of<br>Graduate
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22

Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.

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23

Dominick, Mary E. "A reading program for reading specialists in primary grades." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/728.

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24

Wallin, Carol. "Development of writing for Spanish dominant limited English students in various models of primary education." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/631.

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25

Tramp, Iris Anne. "This too is writing: Writing in the holistic classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/921.

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26

Walker, Nancy Watkins. "Word study: An interactive approach to word solving." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1630.

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27

Tharp, Glenda Nell. "A whole language approach to teaching history: Social studies through literature." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/979.

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28

Muldoon, Teresa Margaret. "Language acquisition of ESL students in a discipline-based art education classroom using collaborative learning and whole language." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc332506/.

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This study examined the influences of a variety of verbal and non-verbal strategies on the language acquisition of six fourth grade ESL students in a discipline-based art education classroom. The art teacher/researcher spoke only English, and the students spoke Spanish almost exclusively. The art instruction occurred during eighteen 30 minute sessions, over a period of five months. The program involved the whole language approach, collaborative/cooperative learning, and the study of art concepts through verbal and graphic symbol cue cards and images of art works. Data were amassed from transcripts of video recordings, student and teacher interviews, and reflective notes. This study showed highly successful results with student growth in language acquisition and comprehension of art concepts.
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29

Estupiñan, Margie Zamora. "The role of primary language in kindergarten interactive journals." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/643.

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30

Franks, Mary Susan Tomat. "A whole language curriculum for nonreading, limited English proficient Native American adult factory workers." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170311/.

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31

Lindquist, Turi Moffitt. "Using whole language strategies with learning disabled children." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/2955.

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32

O'Neal, H. Todd. "Family literacy events promoting early reading and writing behaviors." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/865.

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33

Keough, Carole. "Using predictable books as a psycholinguistic approach to reading for the primary disabled reader." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/407.

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34

Potter, Michelle Denise. "Making writing meaningful for students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1328.

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35

Sell, Julie. "Incorporating guided reading into a first grade classroom." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1378.

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36

Chen, Chun-Hsiu. "Constructivism and mediated learning in designing English-as-a foreign-language instruction." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2744.

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Social interaction is the foundation of knowledge construction in a constructivist classroom. This project proposes a mediated instruction that is based on the theory of constructivism and social interaction to help new adult immigrants successfully achieve English competence and adapt quickly to the culture of the United States.
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37

Leiminer, Michele. "Language and power at the preshcool : the competent interactional work of 'little children' in home-preschool communications /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19978.pdf.

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38

Kollman, Helene Barbara. "The effect of syntactic categorization of language on word recognition ability and written expression ability of primary learning disabled students during reading instruction which uses a language experience approach." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273576693.

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39

Fehrenbach, Catherine S. "A three part workshop to help teachers, aides, and parents create an environment for successful reading." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/328.

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40

Knuth, Susan Elaine. "The implementation of reading recovery in year round schools." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/622.

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41

McNabb, Cheri Andrea. "Oral history: An approach to teaching limited english proficient children." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1054.

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42

Rutter, Lucinda. "The implementation and facilitation of the whole language approach with deaf learners : eight to twelve years old." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53647.

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Thesis(MEd)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: Traditionally, schools for Deaf learners taught the language arts within a behaviouristic model with the result that language was broken down into parts and sub-skills and presented in a de-contextualised way. This approach to teaching was sequentially building from the simplest to the most complex form. In contrast to this, the Whole Language approach focuses on a holistic and integrated approach where all language forms are contextualised. Deaf learners need to acquire language as well as develop language before actively engaging in oracy and literacy. With the acceptance of Sign Language as part of the Total Communication philosophy, the medium of instruction is English/Afrikaans/Xhosa in the printed and written form. This necessitates a move towards an approach in which the teaching and learning of language is meaningful, as well as functional such as the Whole Language approach which includes aspects of constructivist theory, appropriate beliefs and effective practice. This research focused on the factors influencing teachers' acceptance and problems experienced as well as the literacy development of the Deaf learner during implementation and facilitation of the Whole language approach. The qualitative design accommodated the exploratory contextual nature of this type of research. The research methodology was a qualitative case study, consisting of three experienced teachers of the Deaf and twenty Deaf learners with varying degrees of hearing losses and mixed language abilities. The methods used during data collection were interviews, journal entries, workshops, and observations. Data analysis was done by using the procedure of open coding where manageable units of data were coded into categories and themes. These themes and categories were interpreted and correlated with the literature. The researcher facilitated the implementation of the Whole Language approach by providing the resource material, building trusting relationships and continuously consulting with the teachers involved in the study. The findings of the study shows that learners abilities such as confidence, risk taking, interest, power sharing, trust, motivation and active learning contributed to learners engaging in the language system - oracy and literacy whilst it extended and enriched the teachers' practices and teaching strategies.<br>AFRIKAANSE OPSOMMING: Tradisioneel het skole vir Dowe leerders taal binne 'n behaviouristiese raamwerk onderrig wat tot gevolg gehad het dat taal in kleiner eenhede en subvaardighede, sonder 'n bekende konteks, aangebied is. Hierdie benadering is stapsgewys aangebied vanaf die eenvoudigste tot die mees ingewikkelde vorm. Hierteenoor staan die Geheeltaalbenadering waar klem geplaas word op 'n holistiese, geïntegreerde benadering waar alle taalfasette gekontekstualiseer word. Die verwerwing en ontwikkeling van taal is 'n voorvereiste vir die Dowe leerder se kommunikasie ("oracy") - en geletterdheidsvaardighede (lees en skryf). Met die aanvaarding van Gebaretaal as deel van die Totale kommunikasie filosofie, word Engels/Afrikaans/Xhosa die onderrigmedium ten opsigte van lees en skryf. Gevolglik is dit noodsaaklik om 'n benadering te volg waar klem gelê word op betekenis om sodoende aan die taalbehoeftes van die Dowe leerder te voldoen. Die Geheeltaalbenadering voldoen aan hierdie vereistes ten opsigte van die teoretiese begronding, die konstruktivistiese filosofie, toepaslike geloofsisteme asook die effektiewe praktyk. Hierdie navorsing is toegespits op die geletterdheidsontwikkeling van die Dowe leerder en die faktore wat die onderwysers se aanvaarding tydens implementering en fasilitering van die Geheeltaalbenadering 'n rol gespeel het. Die kwalitatiewe aard van die navorsingsontwerp het In verkennende en kontekstueel-beskrywende vorm aangeneem. Die navorsingsmetodologie het gebruik gemaak van 'n enkel gevallestudie waaraan drie ervare onderwysers en twintig Dowe leerders deelgeneem het en verskillende grade van gehoorverlies en taalvaardigheidsvlakke openbaarhet. Die metode van data-insameling wat gebruik is, is onderhoude, joernaalinskrywings, werkswinkels en observasie. Die data-ontleding was gedoen deur gebruik te maak van 'n cop koderingsprosedure, waar hanteerbare data-eenhede gekodeer is in temas en kategorieë. Laasgenoemde is met behulp van literatuur geïnterpreteer en gekorreleer. Die navorser het die Geheeltaalbenadering geïmplementeer en gefasiliteer, deur hulpmiddels te voorsien, sowel as om betroubare verhoudings en effektiewe samewerking tussen kollegas te bewerkstellig. Die bevindinge van hierdie studie het gedui dat leerders se vaardighede soos motivering, bereidheid om te waag, belangstelling, wedywering en vertroue 'n bydrae gelewer het tot h/sy inskakeling as aktiewe leerder ten opsigte van die taalsisteem (kommunikasie en geletterdheid) terwyl die onderwysers se onderwyspraktyk en onderrigstrategieë uitgebrei en verryk is.
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43

Brown, Ruth Paula. "Writing as a tool for learning." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/665.

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44

Carrillo, Mary, and Lorena Montoya. "Integrating a science/language arts curriculum through the use of theme cycles in a first and third grade classroom." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1039.

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A collaborative science curriculum created by a first and third grade class. The students were provided with the global theme of change and were invited to brainstorm topics of interests that were utilized to create a science theme cycle.
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45

Pender, Debra J. "Integrating science through literature." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/724.

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46

Lenz, Gabriele. "Spelling instruction for beginning writers in whole language classrooms." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/990.

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Teachers of beginning writers, who believe in a whole language philosophy for teaching language arts, are faced with the challenge of integrating spelling instruction into their writing programs. Traditional approaches that involve word lists and weekly spelling tests are not in accordance with whole language beliefs.
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47

Libby, Cynthia B. "Literature and writing in kindergarten: A thematic approach." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/751.

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48

Maloney, Katherine Anne. "A writer's workshop approach to teaching the California English-language arts standards in writing." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1713.

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49

Rector, Linda Darlene. "A multiage learning project for primary students." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1007.

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50

Garcia, Paula Riley. "Comparison of quiet and outgoing language minority students through journal writing." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/960.

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Abstract:
Outgoing students have the advantage over quiet students in oral class participation. Our problem was to determine whether this relationship was the same in the medium of writing by studying differences in quantity and quality of writing between a quiet and an outgoing group.
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