The Impact of Transcription Writing Interventions for First-Grade Students

Autor/inn/en	Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie; Kim, Young-Suk Grace
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01