Examining the Relations between Instructional-Level Data and Intervention Response in Early Writing

Autor/inn/en	Parker, David C.; Burns, Matthew K.; McMaster, Kristen L.; Al Otaiba, Stephanie; Medhanie, Amanuel
Titel	Examining the Relations between Instructional-Level Data and Intervention Response in Early Writing
Quelle	In: Assessment for Effective Intervention, 43 (2018) 3, S.157-168 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508417731999
Schlagwörter	Writing Instruction; Grade 1; Elementary School Students; Emergent Literacy; Student Development; Data; Growth Models; Intervention + Suchen Sie Ihr Suchwort? Schreibunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Frühleseunterricht; Daten
Abstract	The current study determined growth patterns during an 8-week writing intervention and then examined the association between growth pattern and students' initial skills as determined by instructional-level data. One hundred forty-seven first-grade students struggling with early literacy skills received a writing intervention at one of two tiers of support and completed progress assessments at regular intervals. Results indicated that students followed more than one type of growth pattern. A moderate correspondence was found between growth pattern and instructional-level data. Current results are contextualized within previous research. Implications for adapting writing interventions based on student data and theoretical models of writing development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01