Literaturnachweis - Detailanzeige
Autor/inn/en | Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie; Kim, Young-Suk Grace |
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Titel | The Impact of Transcription Writing Interventions for First-Grade Students |
Quelle | In: Reading & Writing Quarterly, 33 (2017) 5, S.484-499 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1057-3569 |
DOI | 10.1080/10573569.2016.1250142 |
Schlagwörter | Grade 1; Writing Instruction; Intervention; Spelling; Spelling Instruction; Handwriting; Control Groups; Elementary School Students; Statistical Analysis; Pretests Posttests; Curriculum Based Assessment; Achievement Tests; Writing Achievement; Wechsler Individual Achievement Test; Woodcock Johnson Tests of Achievement School year 01; 1. Schuljahr; Schuljahr 01; Schreibunterricht; Schreibweise; Orthographieunterricht; Rechtschreibunterricht; Handschrift; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; WIAT; Eignungsprüfung; Eignungstest |
Abstract | We examined the effects of transcription instruction for students in 1st grade. We selected students in the lowest 70% of the participating schools for the study. We randomly assigned these 81 students to (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention. Interventionists provided intervention in small groups of 4 students, 25 min a day, 4 days a week for 8 weeks. Students in the spelling condition outperformed the control group on spelling measures, with moderate effect sizes noted for curriculum-based writing measures (e.g., correct word sequences; gs = 0.34-0.68). Students in the handwriting condition outperformed the control group on correct word sequences, with small to moderate effects on other handwriting and writing measures (gs = 0.31-0.71). Students in the combined condition outperformed the control group on correct word sequences, with a small effect on total words written (gs = 0.39-0.84). (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |