Strategies to Improve Student Achievement in Writing among Fifth Grade Learners
Joyce Joyner, Nicole Gibson, Ellen Wiley, Don Leech, Lars Leader, Herbert Fiester, Daesang Kim

Abstract
The purpose of this study was to determine teachers’ perceptions about writing and the instruction of writing, to determine students’ attitudes about writing, and to implement and evaluate strategies for improving student achievement in the area of writing among fifth-grade learners. Participants included third, fourth, and fifth-grade teachers (N=15) who provided instruction in the area of writing, as well as an additional fifth-grade teacher who served as the researcher and a participant-observer. Additional participants included the fifth-grade students (N=76). Surveys, interviews, observations, and documents were used as data gathering instruments. Data analysis revealed teachers had positive perceptions about writing and the instruction of writing; students held negative attitudes about writing; and strategies implemented in addition to the Writing to Win program resulted in a statistically significant difference between the posttest scores of the experimental and control groups.

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