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Effects Of Teacher Prompting Techniques On The Writing Performance Of Fourth And Fifth Graders, Mindy S. Allenger

Theses, Dissertations and Capstones

This study was a quantitative research investigation to determine the effects of teacher prompting techniques on the writing performance of 137 fourth and fifth graders from two parochial schools in West Virginia. Over a two-week period from March, 2014, to April, 2014, researchers collected writing samples with three typologies of prompting; no prompting, general prompting, and content specific prompting. The major outcome variables included were the numbers of words, number of sentences, and average sentence length, and writing ease and complexity level using the Flesch Kincaid Readability and The Flesch Reading Ease. Data analysis was accomplished by applying several types …