Using Data-Based Instruction to Support Struggling Elementary Writers

Autor/inn/en	Poch, Apryl L.; Allen, Abigail A.; Jung, Pyung-Gang; Lembke, Erica S.; McMaster, Kristen L.
Titel	Using Data-Based Instruction to Support Struggling Elementary Writers
Quelle	In: Intervention in School and Clinic, 57 (2022) 3, S.3-11 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Poch, Apryl L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512211014835
Schlagwörter	Data Use; Decision Making; Writing Instruction; Writing Difficulties; Elementary School Students; Students with Disabilities + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Schreibunterricht; Schreibstörung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Writing is a critical academic and life skill, but many school-age children struggle with the complexity of written expression. Given the importance of writing, there is a clear need for a systematic approach to identifying and supporting struggling writers, including writers with learning and emotional disabilities. One such approach is known as data-based instruction (DBI). This article presents an overview of DBI and guidance on how educators can use the DBI steps with assessment data to inform their classroom writing instruction. Additional resources are shared to support teachers in using DBI with their struggling writers and writers with learning and emotional disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01