Abstract
This article presents the qualitative findings derived from a larger convergent-parallel mixed methods study that explored the outcomes of a bibliotherapy and dialogue journaling intervention on the writing apprehension of eight fourth-grade student participants in an after-school book club. In addition to transcripts of dialogue journal entries, other qualitative data included survey responses from the fourth-grade language arts teachers, field notes, and a post-intervention focus group interview. The qualitative data set was transcribed, coded, and analyzed for emergent themes. Qualitative findings suggested that the student participants demonstrated increased confidence and were in the process of developing more positive attitudes toward writing. The study suggests that interventions for students with writing apprehension should be considered within the context of a community of writers.
Recommended Citation
Bryars, Leah A. and Pletcher, Bethanie C.
(2025)
"Combining Bibliotherapy and Dialogue Journaling in a Fourth-Grade Book Club: Impact on Students’ Writing Apprehension,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 13:
Iss.
1, Article 2.
Available at:
https://scholarworks.wmich.edu/wte/vol13/iss1/2