Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
This study will focus on the growth and student attitudes and their perceptions of their own ability regarding argumentative and expository writing tasks, specifically in the area of organization and development for dual identified EL and LD Hispanic, middle school students. This study seeks to answer the following guiding questions: Can a graphic organizer help improve organization and development in an argumentative or expository writing task? and How does the explicit instruction and use of an intentionally designed graphic organizer improve student perception of their own abilities and attitudes towards completing an argumentative or expository writing task? The quantitative data collected in this study collected through a pre and post-test writing assignment shows that through the use of an intentionally designed and explicitly taught graphic organizer, dual identified students were able to increase their scores in the area of organization and development. The qualitative data collected through interviews shows a positive change in student perception of their own writing.
Curriculum, Literacy, Social Justice, Culturally Sustaining Pedagogy
Corrigan, Katherine, "The Use Of Graphic Organizers When Writing With Dual Identified EL And LD Students" (2017). School of Education Student Capstone Theses and Dissertations. 4276.