The Missouri Reader Vol. 36, Issue 1 | Page 75

Second Research Question
The second research question asked: Did students‘ perceptions change regarding feeling about literacy strategies before and after
participation in student-led peer writing conferences? Data used to answer this question included a pre- and post-feeling survey
consisting of a self-evaluation regarding a student‘s attitude toward specific literary strategies. The survey was ad ministered to the
participating second grade students at the beginning and the end of the study. Students were asked about their attitude regarding
specific literary strategies used during literacy activities (i.e., reading and writing tasks): questioning, reflecting, predicting, problem
solving, and connecting. Figure 3 illustrates that most students have positive feelings about a variety of literacy strategies.

Figure 3. Feeling Toward Literacy Strategies (Pre-Test).
The largest percentage of students indicated, on question four, they felt great about problem solving during reading and writing.
Despite this large percentage, many students felt negatively or gave no response regarding their feelings about literacy strategies. The
largest percentage of students indicated, on question two, they had negative feelings toward reflecting on their own thoughts or ideas.
Figure 4 displays that there was a positive change in the way students felt about reading and writing strategies after peer writing
conferences.

Figure 4. Feeling Toward Literacy Strategies (Post-Test).
All of the student responses increased in the category of great feelings, while decreasing in the areas of not good and no response.
The largest percentage of growth was shown in question one, regarding questioning themselves or their peers. This question had an
increase of 10 student responses in the category of feeling great. This indicates that, after conducting peer writing conferences,

© The Missouri Reader, 36 (1) p.75