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Using Reasoning and Writing with gifted fifth grade students

Ginn, P.; Keel, M.; Fredrick, L.
Abstract:
This study compared the effects of two approaches to teaching reasoning and writing skills to gifted fifth graders. One group of students was taught with the Direct Instruction program, Reasoning and Writing, while the comparison group received non-explicit instruction, typical of most gifted programs. Scores on the Test of Written Language-3 (TOWL-3) and the New Jersey Test of Reasoning Skills (NJTRS) were used to assess writing and reasoning skills. Results indicate that students who received instruction with Reasoning and Writing scored significantly higher on the TOWL-3 measures of writing ability than students who received non-explicit instruction. There were no significant differences between groups on measures of reasoning skills. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2002
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reasoning and Writing, writing, Rsnng and Wrtng
Source:
Journal of Direct Instruction
Design type:
Matched Comparison (Demographics)
Fidelity monitored:
Yes
Students included:
Fifth Grade Students, Gifted Students, Elementary Students
Other tags:
Reasoning and Writing, writing, Test of Written Language-3 (TOWL-3), The New Jersey Test of Reasoning Skills (NJTRS)
Location/Setting:
South: South Atlantic, Elementary School

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