This study examined what effects writing in dialogue journals has on the writing apprehension level of middle school students identified as having a learning disability related to writing. Twenty eight students participated in the study , eleven of which served as a control group and eleven as an experimental group (other subjects were eliminated randomly ). Each subject completed the Writing Apprehension Measure before and after the treatment. During the six - week study , the control group wrote in journals three times each week. The experimental group wrote in journals three times each week and received a response from the teacher (researcher) that met or exceeded the length of the student\u27s entry ,for each journal entry. A t-test for independent samples was used to determine whether the effects of the treatment were statistically significant. The resulting t-value of .336 was found not to be significant at any acceptable level of significance
