The Effects of Dialogue Journal Writing on the Writing Apprehension Level of Middle School Students with Learning Disabilities

Author

Jennifer H. Dooley, Longwood University

Date of Award

8-8-1995

Degree Type

Thesis

Degree Name

Master of Science

Department

Liberal Studies

First Advisor

Patricia R. Whitfield, Ph.D.

Second Advisor

Stephen C. Keith, Ed.D

Third Advisor

Robert Gibbons, Ed.D.

Abstract

This study examined what effects writing in dialogue journals has on the writing apprehension level of middle school students identified as having a learning disability related to writing. Twenty eight students participated in the study , eleven of which served as a control group and eleven as an experimental group (other subjects were eliminated randomly ). Each subject completed the Writing Apprehension Measure before and after the treatment. During the six - week study , the control group wrote in journals three times each week. The experimental group wrote in journals three times each week and received a response from the teacher (researcher) that met or exceeded the length of the student's entry ,for each journal entry. A t-test for independent samples was used to determine whether the effects of the treatment were statistically significant. The resulting t-value of .336 was found not to be significant at any acceptable level of significance.

Recommended Citation

Dooley, Jennifer H., "The Effects of Dialogue Journal Writing on the Writing Apprehension Level of Middle School Students with Learning Disabilities" (1995). Theses & Honors Papers. 336.
https://digitalcommons.longwood.edu/etd/336