Raymond, Roberta2018-06-252018-06-252018-052018-04-30May 2018http://hdl.handle.net/10657.1/1005This mixed methods study examined the significance of parental involvement and its influence on student productivity in writing. A total of 25 fourth grade students from one Texas suburban school, their parents, and three teachers participated in this study. Data collection instruments used for the collection of quantitative data were The Knudson Writing Attitude Survey for Students in Grades 4-8 and the Writing Curriculum Based Measurement: Written Expression Probe (CBM-WE) test. The researcher collected qualitative data from observations, questionnaires, and focus groups. Findings indicated that overall students have positive attitudes about writing. Next, the researcher administered Writing Curriculum Based Measurement: Written Expression Probe (CBM-WE) test to students. Findings indicated although, quantitative results reveal results of the paired t-test did not indicate a statistically significant mean difference in student productivity from pre- and post-student writing workshops, qualitative results demonstrate that parental participation does provide some influence on students' writing productivity in the writing workshop sessions. Finally, students participated in a six-session writer's workshop after school where they wrote independently and then with their parents. Findings indicated that overall participants responded positively to their experience in the workshop sessions.application/pdfenWritingEducation--Parent participation--TexasDissertation2018-06-25