The purpose of this research was to investigate how learning to code, using Google's CS First's Storytelling lessons, impacted elementary students' writing skills, writing stamina, and perceptions of writing abilities. In this mixed methods study, 49 fifth grade students participated in Google's CS First's Storytelling lessons focused on developing stories through coding during a school district's summer program. Fifth grade students (elementary level) completed pre- and post-writing assessments to measure 1) overall writing skills, 2) development of ideas, writing organization, grammar and usage, and mechanics, and 3) writing stamina. After completing the lessons and assessments, 10 students participated in a semi-structured interview to document perceptions of their writing abilities and engagement in writing. The results of this study show there was a significant increase in the overall scores on a pre- and post-writing assessment as well as writing stamina, and the interviews revealed that students were motivated in the storytelling process through narrative writing. The findings of this study support the implementation of coding programs as a tool for classroom instruction and the promotion of the development of writing skills for elementary students.

本研究的目的是调查学习编码如何使用 Google 的 CS First讲故事课程影响小学生的写作技巧、写作耐力和对写作能力的看法。在这项混合方法研究中，49 名五年级学生参加了 Google 的 CS First讲故事课程侧重于在学区的暑期课程中通过编码开发故事。五年级学生（小学水平）完成了写作前和写作后的评估，以衡量 1) 整体写作技巧，2) 思想发展、写作组织、语法和用法以及技巧，以及 3) 写作耐力。完成课程和评估后，10 名学生参加了半结构化面试，以记录他们对写作能力和写作参与度的看法。这项研究的结果表明，在写作前和写作后评估以及写作耐力的总体得分显着提高，访谈显示学生通过叙事写作在讲故事过程中受到激励。