Author: Daniel, Karen


Title: The Effects of Variables of English/Language Arts Program Design On Writing Achievement.

Degree: Ph.D.

Institution: University of California, Riverside

Advisor: Knudson, Ruth E.
Source: DAI-A 55/01, p. 38, Jul 1994
Publication Number: AAT 9414483
Full Text Available: No
 The purpose of this study was to investigate the effects of 46 independent variables associated with English/Language Arts curricular design upon writing achievement. This longitudinal study analyzed 775 high school students’ writing samples, schoolwide essays and portfolios, collected over a three-year period. The data were submitted to stepwise multiple regression analyses.
 Results indicate that neither age, gender, nor ethnicity significantly affects writing achievement at high school level; socio-economic status affects the writing achievement of younger high school students more significantly than of older ones. Students’ academic achievement is a strong predictor of writing achievement. Of the 46 independent variables, reading ability proved the strongest predictor of writing achievement. Though student mobility exerts moderate influence upon writing achievement, student attendance in English/Language Arts class does not. The effect of class size upon writing performance is negligible. Student attitudes toward writing are a fairly strong predictor of writing achievement; however, attitudes toward high school do not appear to influence writing performance. Teacher effect influences writing achievement more significantly when performance is measured by portfolio assessment. English/Language Arts curricular program design influences writing achievement more strongly when measured by schoolwide essays than by portfolio assessments. 
 Implications for the teaching of writing include teaching reading in the high school English classroom, creating more opportunities for Writing Across the Curriculum, implementing consistent and educationally sound procedures for the review and revision of curricular program design, and improving student attitudes toward writing.  
 Implications for future research include studying English/Language Arts programs, empirically focusing upon the interconnection of reading and writing processes, and investigating in greater depth the effects of teacher attitudes toward teaching. 
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This abstract from accessed 3/21/08.  

One Response to “Better Readers Make Better Writers”

  1. […] study at the University of California, Riverside, found that when you’re exposed to a great novel, the writing of that author will inevitably rub […]

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