Using the Stases as a Reading and Writing Problem-Solving Strategy With On-Grade-Level 10th Graders

• In Event: Research in Reading and Literacy SIG: Paper Session 2: Reading and Writing

Abstract

This study investigated using the stases as a reading and writing problem-solving strategy with on-grade level tenth-grade writers composing persuasive papers. During four weeks in two English classes, eight cases participated in the study. Group A represented the intervention condition (stases); Group B represented the comparison condition (eclectic prewriting strategies). Group A worked through the stases of fact, definition, quality, policy and jurisdiction. Group B worked through the eclectic prewriting strategies. Persuasive papers were assessed using the 2011 NAEP Persuasive Writing holistic rubric and the Toulmin Model Scoring Guide to assess the development of arguments and claims. Group A cases in the stases intervention condition out-performed their counterparts in Group B, the eclectic prewriting strategy comparison condition, on both assessments.

Author

• Wayne H Slater, University of Maryland