Date of Award
5-2023
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Kristine Cook
Department/School
Education, Curriculum and Instruction
Abstract
The purpose of this action research was to determine whether using daily literacy strategies focusing on writing would make an impact on the scores of a high-level question (HLQ) among middle school social studies students. The research took place over seven weeks in a public suburban midwestern middle school. The population of students in the study included 104 sixth-grade students. The intervention included using various literacy strategies focusing on writing and incorporating reading, speaking, and listening. Data was collected from writing samples, HLQ scores, observations, and a student survey. Some positive effects of the study were an increase in the HLQ scores, more engagement in discussions, and increased writing. Literacy strategies benefited the students by creating more meaningful learning and will continue to be used in the classroom. This research will help educators better understand different ways to use literacy strategies to help students in the classroom.
Recommended Citation
Hedman, Nicole. (2023). Literacy Instruction and Student Writing in Middle School Social Studies. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/513