Supplemental Intervention Improves Writing of First-Grade Students: Single Case Experimental Design Evaluation

Autor/inn/en	McKenna, Meaghan; Goldstein, Howard; Soto-Boykin, Xigrid; Cheng, Ke; Troia, Gary A.; Ferron, John
Titel	Supplemental Intervention Improves Writing of First-Grade Students: Single Case Experimental Design Evaluation
Quelle	In: Journal of Educational Research, 114 (2021) 3, S.278-293 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKenna, Meaghan) ORCID (Goldstein, Howard) ORCID (Soto-Boykin, Xigrid) ORCID (Cheng, Ke) ORCID (Troia, Gary A.) ORCID (Ferron, John) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1923450
Schlagwörter	Supplementary Education; Writing Improvement; Writing Strategies; Intervention; Self Management; Grade 1; Elementary School Students; At Risk Students; Young Children; Small Group Instruction; Summer Programs; Student Attitudes; Teacher Attitudes; Expository Writing; Language Tests; Achievement Tests; Florida; Clinical Evaluation of Language Fundamentals; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Ergänzungsunterricht; Schreibtechnik; Selbstmanagement; School year 01; 1. Schuljahr; Schuljahr 01; Frühe Kindheit; Sommerkurs; Schülerverhalten; Lehrerverhalten; Language test; Sprachtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung
Abstract	The limited research available on writing in Grade 1 led to the development and implementation of an intervention for students who were performing below expectations. Ten students participated in a writing intervention for 11-13 weeks. A multiple baseline design across three units of instruction was focused on (a) paragraph structure, (b) sentence structure and handwriting, and (c) vocabulary and spelling allowed for analysis of the effects of the intervention. Treatment effects were evident from visual analysis, nonoverlap statistics, and multilevel modeling. Descriptive data collected on literacy measures administered before and after the intervention also indicated growth. Educator ratings of student writing and social validity surveys provide further evidence that improvements in student writing were apparent. Students also provided favorable input. These results indicate the malleability of writing behavior in at-risk first-grade students. Although preliminary findings are promising, iterative development would help improve this intervention and determine its efficacy with a broader sample of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01