Story Stretching: An Instructional Writing Technique


Summer 12-10-2014



Degree Name


Primary Advisor/Dissertation Chair

Joletta Falknor

Secondary Advisor/Reader One

Jill Maxe

Peer-Reviewer/Reader Two

Kris Samsel


The research question addressed in this study was How do teachers support emergent writers and expand student writing through talking and drawing? This study was designed to research how talking and drawing influence emergent writing instructional practices. Key influences for this capstone were the works of Vygotsky (1987) and Clay (2005). A curriculum, embedded with self-reflective talking and drawing tools to guide instruction, was developed and implemented in this study. Both qualitative and quantitative data were collected and evaluated throughout the curriculum implementation. Results yielded an increase in writing performance. The results of the study suggest that talking and drawing are important instructional practices that support emergent writers in the classroom and may result in improved writing performance for students.


Curriculum, Literacy, Writing, Talking

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