Effects of Early Writing Intervention Delivered within a Data-Based Instruction Framework

Autor/inn/en	Jung, Pyung-Gang; McMaster, Kristen L.; delMas, Robert C.
Titel	Effects of Early Writing Intervention Delivered within a Data-Based Instruction Framework
Quelle	In: Exceptional Children, 83 (2017) 3, S.281-297 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402916667586
Schlagwörter	Emergent Literacy; Intervention; Writing (Composition); Control Groups; Experimental Groups; Curriculum Based Assessment; Achievement Tests; Writing Achievement; Special Needs Students; Individualized Instruction; Pretests Posttests; Multivariate Analysis; Elementary School Students; Teaching Methods; Intermode Differences; Instructional Effectiveness; Research Utilization; Evidence Based Practice; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Frühleseunterricht; Schreibübung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sonderpädagogischer Förderbedarf; Individualisierender Unterricht; Multivariate Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Forschungsumsetzung
Abstract	We examined effects of research-based early writing intervention delivered within a data-based instruction (DBI) framework for children with intensive needs. We randomly assigned 46 students with and without disabilities in Grades 1 to 3 within classrooms to either treatment or control. Treatment students received research-based early writing intervention within a DBI framework for 30 min, 3 times per week, for 12 weeks. Control students received business-as-usual writing instruction. We measured writing performance using curriculum-based measures (CBM) and Woodcock Johnson III Tests of Achievement (WJ III). We found significant treatment effects on CBM outcomes (Hedges g = 0.74 to 1.36). We also found a significant interaction between special education status and condition on the WJ III favoring treatment students with disabilities (Hedges g = 0.45 to 0.70). Findings provide preliminary support for using a combination of research-based intervention and DBI with students with intensive writing needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01