Struggling Elementary-Grade Writers' Progress Given a Modified Lucy Calkins Unit of Study

• In Event: AERA Poster Session 7
  In Poster Session: Innovations in Literacy Research, Theory, and Practice: Poster Session 2

Abstract

We explored the effectiveness of process writing instruction with children whose writing abilities were below grade level. We investigated the writing growth of 46 children whose writing ability was below grade level given one Lucy Calkins Unit of Study implemented across a 4-week, 20-hour summer literacy program. Students made significant gains on each of three assessments: Lucy Calkins performance assessment, Test of Early Written Language-3 (TEWL-3), Written-Expression CBM. However, when TEWL-3 form and content items were evaluated separately, students showed significant gains in form only. This research contributes to the knowledge base on struggling writers’ performance given process writing instruction and yields insights on how the influential Lucy Calkins’ writing curriculum impacts different aspects of struggling elementary grade writers’ growth.

Authors

• Kathleen F. Clark, Marquette University

• Karen Evans, Marquette University

• Christine Reinders, Mequon-Thiensville School District