This research study focused on the development of creativity and imagination in third and fourth grade students when introduced to a method of incorporating pretest and posttest open-ended sentence prompts as a creative writing activity along with an interim chapter book reading and writing exercise. Taking Torrance's (1970) view that a creativity slump exists in third and fourth grade students, the study attempted to bring about a change through a sequence of open-ended sentence prompts. By beginning with a pretest and ending with a posttest writing activity utilizing open-ended sentence prompts, with a third grade ( N = 24) and a fourth grade (N = 27), the tests indicated a significant difference for each group and each of four hypotheses. Quantitative results statistically showed that students in both grades developed their creative responses in the pretest using only two of the four creative expression elements (i.e., elaboration and complexity) to using all four of the creative expression elements (i.e., elaboration, dimensionality, complexity, and tonality) in the posttest. Students demonstrated more written words and sentences, in-depth character completions, and some evidence of artwork from pretest to posttest. Changes were also reviewed qualitatively using the instrumental points of limited, satisfactory, and outstanding. In pretests, scores indicated a majority of limited to satisfactory ratings while posttest scores indicated more scores ranging from satisfactory to outstanding. Thus, this dissertation study indicated significant differences in all hypotheses, suggesting that the methods of using open-ended sentence prompts with interim reading/writing exercises may have enabled students to develop their creative expression skills.