Using Pen Pals in the Classroom to Motivate Reluctant Writers

Authors

  • Rachel Hendrickson Texas State University
  • Katie Peterson-Hernandez Texas State University

Keywords:

engagement

Abstract

This article showcases a study of focused interactive pen pals and the influence on writing abilities and behaviors in a third-grade classroom. This approach to incorporating pen pals during writing instruction provided students the opportunity to engage in authentic reading and writing. Implementation of the letter exchange shows students’ letters demonstrated (a) growth in writing ability with mirroring letter structures and increased length, (b) changes in attitude towards writing, and (c) progress in reading abilities. Overall, this study reports on how pen pals can be incorporated into the literacy classroom for engagement and motivational interest.

References

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LeVine, J. E. (2002). Writing letters to support literacy. The Reading Teacher, 56(3), 232–34. Retrieved from http://libproxy.txstate.edu/login?url=http://search.ebscohost.com.libproxy.txstate.edu/login.aspx?direct=true&db=eric&AN=EJ658888&site=ehostlive&scope=site

Michele, G., & McMillon, T. (2009). Pen pals without borders: A cultural exchange of teaching and learning. Education & Urban Society, 42(1), 119–135. Retrieved from http://libproxy.txstate.edu/login?url=http://search.ebscohost.com.libproxy.txstate.edu/login.aspx?direct=true&db=asn&AN=44876499&site=eds-live&scope=site

Newman, T. H., & Bizzarri, S. A. (2011). Friday letters : Connecting students, teachers, and families through writing. The Reading Teacher, 65(4), 275 280. doi:.1002/TRTR.01037

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Vygotsky, L. (1997). Interaction between learning and development. In Reading on the development of children (2nd ed., pp. 29-36). New York: W.H. Freeman & Company.

First page of Hendrickson and Peterson-Hernandez article

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Published

2020-12-01

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