The Effect of a PBWMIP on Writing Success and Attitude toward Writing

Tavsanli O. F. , BİLGİN A., YILDIRIM K., Rasinski T., Tschantz B.

READING & WRITING QUARTERLY, 2020 (Peer-Reviewed Journal) identifier identifier

  • Publication Type: Article / Article
  • Volume:
  • Publication Date: 2020
  • Doi Number: 10.1080/10573569.2020.1846006
  • Journal Indexes: Social Sciences Citation Index, Scopus, Academic Search Premier, Communication & Mass Media Index, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo


The aim of this study is to determine the effects of a Process-Based Writing Modular Instructional Program (PBWMIP), supported with graphic organizers and formative assessment, on second-grade primary school students' writing compositions and attitudes toward writing. This quasi-experimental research design study was conducted with 40 second graders who were chosen for either the experimental group or the control group. Data was gathered through written texts and attitude scales related to writing. Pretest and posttest scores of the experimental and control group were analyzed with a two-factor ANOVA test. The results indicate that while there was a statistically significant difference between the groups in terms of the quality of writing compositions in favor of experimental group, there was not a significant difference between the groups in terms of the students' attitudes toward writing.