The effects of Grammar Graphics Manipulative Language Arts Program on middle school grammar instruction.

摘要

The purpose of this study was to determine the effects of the Grammar Graphics Manipulative Language Arts Program on students' understanding of grammar concepts, grammar usage, and attitude toward grammar instruction. The subjects for this quasi-experimental study were students in the fifth and seventh grades in a southern urban middle school. The treatment group received Grammar Graphics in their grammar instruction the control group received no extra support in grammar instruction outside the materials provided by the district. The results of this study showed no significant differences between the control and treatment groups on any of the dependent variables. Specifically, the Grammar Graphics had no effect on students' understanding of grammar concepts, grammar usage, and attitude.