A Study of the Effects of a Daily Writing Program on the Creative Writing Achievement of Second Graders

Date of Graduation

Summer 1987


Master of Science in Education in Elementary Education


Childhood Education and Family Studies

Committee Chair

Darrell Roubinek


This study was undertaken to determine if there was a difference in creative writing achievement scores when writing instruction was presented on a daily basis. The subjects were second graders from middle to upper socioeconomic backgrounds. The experimental group received daily writing instruction while the control group was involved in a variety of language arts activities. Three Writing Topics, developed by the researcher, were administered to all students reported in the study during the months of November, December, and January. Writing samples were derived from these topics. Samples were scored in the areas of content, organization, and style. Comparisons were made between the experimental group and the control group, as well as between boys and girls. These results indicated a significant difference in creative writing content and style with the experimental demonstrating a higher level of achievement. There was little difference between the experimental and control group in relation to creative writing organization. Girls, in both groups, displayed higher achievement in creative writing than boys. Experimental boys, however, scored slightly higher on their creative writing samples than did control girls.

Subject Categories

Elementary Education and Teaching


© Carole Ann Rentfro