Research_Design_and_Analysis_Task_2.docx BFP2: Task 2 A.I chose the article, Conspicuous Strategies in Teaching Expressive Writing: A Quantitative Study Comparing Two Approaches to Process Writing by Jennifer Fonteno
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Research_Design_and_Analysis_Task_2.docx BFP2: Task 2 A.I chose the article, Conspicuous Strategies in Teaching Expressive Writing: A Quantitative Study Comparing Two Approaches to Process Writing by Jennifer Fontenot, Karen J. Carney, and Kay Henson. 1.The researchers purpose for this study is to use two instructional approaches to see student growth in expressive writing skills (Fontenot, Carney, & Hanson, 2015). One of the approaches that is being studied is the blueprint writing program (BW) which is created by the researchers of the study. The other approach that is being studied is the process writing program (PW) which is how elementary age students are typically taught. The researchers had to collect quantitative data to answer two specific research questions. -The first question was, does the BW program provide significantly better results that the PW program for all students; both general education students and special-needs students? -The second question was, “do special-needs students show more improvement than general education students for both interventions and do special-needs students trained with BW show significantly more improvement that special-needs students trained with PW (Fontenot, Carney, & Hanson).†2.Both of these research questions are aligned to the research purpose because the data would indicate which program is more sufficient on improving writing techniques. It also, will determine if the BW approach is a more effective intervention for students with learning disabili. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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