Visualize and Verbalize Effect on First Grade Writing Quality and Conventions

Date of Award

Winter 12-18-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Jodee Lund


writing, Visualizing and Verbalizing, first grade



The purpose of this study was to determine the effect the intervention Visualize and Verbalize (Bell, 2007) had on first grade writing quality and use of conventions. Approximately 50 first grade students, in three classrooms, were taught the same 30 minute writing workshop lessons. One class received an additional 20 minute Visualize and Verbalize lesson daily for a 15 day period. Prior to instruction each student was given an entrance interview to determine each student's feelings about their writing and ability to see the writing/story in their head. Each week one writing sample from each student was collected and graded using a rubric. The rubric was used to determine quality, use of complete sentences, and the use of capitalization/punctuation. Each student was also given an exit interview to determine if their feelings about writing changed throughout the process.

Keywords: writing, Visualizing and Verbalizing, first grade

Abstract only: No full text available.