Date of Award
4-1994
Degree Type
Thesis
Degree Name
Master of Science
First Advisor
Dr. Patricia Whitfield
Second Advisor
Dr. Stephen Keith
Third Advisor
Dr. Timothy Landrum
Abstract
The effect that teaching organizational writing skills via the use of comic strips has on the writing skills of a fourth grade boy with a learning disability in written expression was examined to determine the effectiveness. The Written Expression, Level II subtest of the Peabody Individual Achievement Test Revised was used as the standardized measure. The post-intervention standard score on this measure increased 11 points and raised the percentile rank from 25 to 53. Four additional measures of evaluation were used. These results showed that the use of the comic strip format increased total word production an average of 35.5%, which was significant at the .10 level, the percentage of correctly sequenced words increased an average of 49.4%, which was statistically significant at the .05 level, and correctly sequenced sentences increased by 26.04%, which is significant at the .10 level. The essays were also evaluated for the presence of a topic and summary sentence and both were represented in each post-intervention essay.
Recommended Citation
Woods, Elizabeth Walker, "Effects of Comic Strip-Taught Sequencing Skills on the Writing Fluency of a Fourth-Grade Boy with a Learning Disability in Written Expression" (1994). Theses & Honors Papers. 522.
https://digitalcommons.longwood.edu/etd/522
