Effects of Self-Graphing on Written Expression of Fourth Grade Students with High-Incidence Disabilities

Autor/inn/en	Stotz, Kate E.; Itoi, Madoka; Konrad, Moira; Alber-Morgan, Sheila R.
Titel	Effects of Self-Graphing on Written Expression of Fourth Grade Students with High-Incidence Disabilities
Quelle	In: Journal of Behavioral Education, 17 (2008) 2, S.172-186 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-007-9055-9
Schlagwörter	Grade 4; Disabilities; Writing (Composition); Graphs; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Handicap; Behinderung; Schreibübung; Grafische Darstellung
Abstract	The purpose of this study was to determine the effects of self-graphing on the writing of 3 fourth grade students with high-incidence disabilities. Measures of written expression included total number of words written and number of correct word sequences. During intervention, students self-graphed their total number of words written in response to a timed story starter. A functional relationship was found between the self-graphing intervention and the total words written and number of correct word sequences. Implications for future research and practice are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10