Instruction in the Foundations of Writing: A Case Study of Grade One Gifted Children

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dc.contributor.advisorRoessingh, Hetty
dc.contributor.authorRamzy, Miriam
dc.contributor.committeememberLenters, Kimberly A.
dc.contributor.committeememberEaton, Sarah Elaine
dc.date2019-11
dc.date.accessioned2019-06-12T18:08:06Z
dc.date.available2019-06-12T18:08:06Z
dc.date.issued2019-06-07
dc.description.abstractWriting with paper and pencil continues to be the most common method students use in school to communicate their knowledge. It is a skill that is foundational to generating text for a wide variety of purposes from kindergarten through grade twelve. In this doctoral research, I collaborated with one teacher and her classroom of grade one gifted students for a full school-year. This case study applied a mixed methods approach to data collection and analysis to explore the overarching question, how did an explicit and systematic approach to instruction, following the Handwriting Without Tears and Words Their Way programs, influence grade one gifted children’s composition abilities? The findings revealed that handwriting and spelling seemed to improve, as did compositional length. However, instruction in handwriting and spelling did not seem to improve the quality of students’ written compositions more than what would be typically expected in grade one. The findings revealed a need to understand how handwriting and spelling constrain children’s written compositions, including their abilities to unlock higher-level vocabulary, and how to choose developmentally appropriate assessment tools that reflect students’ current abilities. Implications for handwriting and spelling assessments and instructional approaches are included.en_US
dc.identifier.citationRamzy, M. (2019). Instruction in the Foundations of Writing: A Case Study of Grade One Gifted Children (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/36635
dc.identifier.urihttp://hdl.handle.net/1880/110494
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectfoundations of writingen_US
dc.subjectexplicit instructionen_US
dc.subjectgifted educationen_US
dc.subjecthandwritingen_US
dc.subjectspellingen_US
dc.subjectwriting assessmenten_US
dc.subjectcase studyen_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Early Childhooden_US
dc.subject.classificationEducation--Elementaryen_US
dc.titleInstruction in the Foundations of Writing: A Case Study of Grade One Gifted Childrenen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Philosophy (PhD)en_US
ucalgary.item.requestcopytrue
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