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AutorenParker, David C.; Burns, Matthew K.; McMaster, Kristen L.; Al Otaiba, Stephanie; Medhanie, Amanuel
TitelExamining the Relations between Instructional-Level Data and Intervention Response in Early Writing
QuelleIn: Assessment for Effective Intervention, 43 (2018) 3, S.157-168 (12 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1534-5084
DOI10.1177/1534508417731999
SchlagwörterWriting Instruction; Grade 1; Elementary School Students; Emergent Literacy; Student Development; Data; Growth Models; Intervention
AbstractThe current study determined growth patterns during an 8-week writing intervention and then examined the association between growth pattern and students' initial skills as determined by instructional-level data. One hundred forty-seven first-grade students struggling with early literacy skills received a writing intervention at one of two tiers of support and completed progress assessments at regular intervals. Results indicated that students followed more than one type of growth pattern. A moderate correspondence was found between growth pattern and instructional-level data. Current results are contextualized within previous research. Implications for adapting writing interventions based on student data and theoretical models of writing development are discussed. (As Provided).
AnmerkungenSAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/3/09
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