Visualization in the writing process: a case study of struggling K-4 learners in a summer writing camp

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dc.contributor.author Jurand, Erin K.
dc.date.accessioned 2008-04-23T15:04:33Z
dc.date.available 2008-04-23T15:04:33Z
dc.date.issued 2008-04-23T15:04:33Z
dc.identifier.uri http://hdl.handle.net/2097/615
dc.description.abstract The No Child Left Behind Act of 2001 (PL 107-110) drives today's teaching environment. With the pressure not to leave any student behind, classroom teachers often request struggling students to attend summer school. This qualitative case study sought to gain a deeper understanding of how visualization embedded in the writing process may influence struggling learners in a kindergarten through fourth grade summer writing camp. The 3 1/2 week summer writing camp was based on Donald Graves' (1983/2003) writer's workshop and writing process. The selected 19 students (K - 4) and 5 teachers in a Midwestern school district participated in the visual, learning, and literacy-rich environment. During the writing workshop, teachers gave Lucy Calkin's (1994) inspired mini-lessons to teach struggling students how to use visualization embedded in the writing process. Students participated in 4 community-based field experiences, which served as inspiration for drawing and writing. Mental imagery has powerful effects on reading comprehension (Sadoski, 1983, 1985) and students recalled information and images from the field experiences by observing digital photographs, and then drawing and writing. Thirty-nine student art/writing samples were analyzed using Lowenfeld and Brittain's (1975) stages of artistic development, Northwest Regional Educational Laboratory (2004) writing levels, and Piaget and Inhelder's (1969/2000) stages of cognitive development. Drawing in the writing process created tangible images to help student authors in the primary grades increase their Six-Trait Analytical (Spandel, 2004) writing scores for Ideas, Organization, and Conventions. Students in the intermediate writing group also increased their writing scores in Ideas, Voice, and Conventions. In addition, the data revealed the student's stage of artistic development reflects his or her writing level and stage of cognitive development. The involved teachers believed aspects of the summer writing camp could be incorporated throughout the school year, and they wanted to learn more about using visualization in the writing process. This study provided insight essential to better understand how visualization embedded in the writing process influences struggling learners. en
dc.language.iso en_US en
dc.publisher Kansas State University en
dc.subject visualization en
dc.subject writing process en
dc.subject six-trait en
dc.subject artistic development en
dc.subject cognitive development en
dc.subject summer school en
dc.title Visualization in the writing process: a case study of struggling K-4 learners in a summer writing camp en
dc.type Dissertation en
dc.description.degree Doctor of Philosophy en
dc.description.level Doctoral en
dc.description.department Curriculum and Instruction Programs en
dc.description.advisor Marjorie R. Hancock en
dc.subject.umi Education, Curriculum and Instruction (0727) en
dc.subject.umi Education, Elementary (0524) en
dc.date.published 2008 en
dc.date.graduationmonth May en


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