Date of Award
12-1-2025
Document Type
Dissertation
Degree Name
Ph.D. in Education
First Advisor
Svjetlana Curcic
Second Advisor
Lane Gauthier
Third Advisor
Sara Platt
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
This study examined the effects of an intervention, which included a prewriting planning with a graphic organizer and individualized feedback on writing. To improve the writing skills of ninth-grade students (N=30), a quasi-experimental study was conducted with two groups of students. While both groups were instructed to complete a writing task based on reading texts and responding to a writing prompt, the intervention group was also instructed to complete a graphic organizer as a planning tool and was provided with both oral and written feedback. The one-way ANOVA results indicated no significant difference in writing performance between the two groups overall. Most students in the experimental group, especially the students with a learning disability, shared that the graphic organizer was beneficial for their planning and idea generation. Based on the analysis of the students’ perceptions of feedback, both oral and written feedback seemed to be beneficial in pointing out some strengths and weaknesses in writing as measured by the rubric and providing an understanding about changes that would lead to better writing performance.
Recommended Citation
Pacileo, Leigh Sewell, "The Effects of Intervention with Prewriting by Drawing Approach on 9th Grade Students’ Writing" (2025). Electronic Theses and Dissertations. 3527.
https://egrove.olemiss.edu/etd/3527