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dc.contributor.authorCorby, Marjorie Sessions.en_US
dc.date.accessioned2009-06-01T19:30:27Z
dc.date.available2009-06-01T19:30:27Z
dc.date.issued1983-06-01T19:30:27Z
dc.identifier.urihttp://hdl.handle.net/10464/1502
dc.description.abstractA cognitively based instructional program for narrative writing was developed. The effects of using cognitively based schematic planning organizers at the pre-writing stage were evaluated using subjects from the Primary, Junior and Intermediate divisions. Results indicate that the use of organizers based on problem solving significantly improved the organization and the overall quality of narrative writing for students in grades 3, 6 and 7. The magnitude of the improvement of the treatment group over the control group performance in Organization ranged from 10.7% to 22.9%. Statistical and observational data indicate many implications for further research into the cognitive basis for writing and reading; for the improvement and evaluation of school writing programs; for the design of school curricula; and for the inservice education for teachers of writing.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectLanguage arts.en_US
dc.subjectNarration (Rhetoric)en_US
dc.subjectCognition.en_US
dc.subjectThought and thinking.en_US
dc.subjectWriting.en_US
dc.titleThinking skills in the language arts : an application of cognitive schema theory to the narrative writing process /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-07-30T01:46:25Z


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