Overall Analysis of the Impact of the Intervention Upon Student Change
Overall, as a result of the intervention, each student showed growth in his/her ability to plan and implement his/her writing through the use of graphic organizers. Teacher feedback on graphic organizers and the emphasis on identifying and rearranging thesis statements and related subconcepts in order to better control the presentation of ideas in compositions impacted organization and content, leading to greater understanding of the hierarchical nature of ideas, and how to revise these for clarity. As a result of teacher feedback on and revision of graphic organizers, most students improved their organization and idea development in their written work. Students also began to understand that planning is critical to writing development.
Also, five of the six students showed at least an increase in the category of Information Management on their Metacognitive Awareness Inventory. While a one point increase in one category for one individual does not seem significant, it is significant that five of the six students increased by one point. Three of the six students improved in category of Knowledge About Cognition.
It also became clear that motivation plays a role in student change. Students who consistently engaged in the process of drafting and revision of graphic organizers as well as the revision of their compositions showed the most change. Subjects C, E and F sought me out for further discussion of their graphic organizers and composition drafts and engaged in ongoing dialogue with me and with each other as they utilized the strategies.
