Supporting Struggling Writers with Class-Wide Teacher Implementation of a Computer-Based Graphic Organizer

Autor/inn/en	Regan, Kelley; Evmenova, Anya S.; Boykin, Andrea; Sacco, Donna; Good, Kevin; Ahn, Soo Y.; MacVittie, Nichole; Hughes, Melissa D.
Titel	Supporting Struggling Writers with Class-Wide Teacher Implementation of a Computer-Based Graphic Organizer
Quelle	In: Reading & Writing Quarterly, 33 (2017) 5, S.428-448 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2016.1221781
Schlagwörter	Computer Assisted Instruction; Instructional Materials; Curriculum Implementation; Writing Ability; Writing Achievement; Writing Improvement; Writing Difficulties; Instructional Innovation; Faculty Development; Grade 6; Grade 7; Inclusion; Learning Strategies; Self Management; Persuasive Discourse; Essays; Word Frequency; Technology Integration; Fidelity + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schreibkompetenz; Schreibstörung; Educational Innovation; Bildungsinnovation; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Inklusion; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Persuasion; Persuasive Kommunikation; Essay; Aufsatzunterricht; Word analysis; Frequency; Wortanalyse; Häufigkeit
Abstract	Following professional development, 4 teachers implemented instructional lessons designed to improve the written expression of 6th- and 7th-grade struggling writers in inclusive, self-contained, and co-taught classrooms. A multiple-baseline study investigated the effects of a computer-based graphic organizer (CBGO) with embedded self-regulated learning strategies on the quantity and quality of persuasive essays by students struggling with writing. We collected data on the numbers of words, sentences, and transition words and on writing quality scores across baseline (writing without the CBGO), CBGO use (writing with the CBGO), and maintenance (writing on the computer without the CBGO) phases. Visual analysis of group average performance revealed that all students improved the quality of their writing, and the majority of students also increased the quantity of their writing. Despite teacher adherence to intervention fidelity, we discuss the quality of teacher implementation to inform future educational practice. We also discuss the relationship between student learning outcomes, classroom context, and teachers' professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01