Being able to construct simple sentences is necessary for effective written expression. The present study investigated effects of a sentence construction intervention on small groups of middle school students with disabilities and writing difficulties. The intervention entailed sentence instruction and frequency building to a performance criterion, a type of timed practice emphasizing fluency. A single case design, multiple-baseline across small groups, was used. Three middle school teachers delivered intervention to three small groups of students (a total of 15 students). As a result of intervention, the average number of correct minus incorrect word sequences per small group gradually increased. Results are discussed in the context of the sentence construction literature and within a framework of direct instruction and precision teaching.

A Direct Instruction and Precision Teaching Intervention to Improve the Sentence Construction of Middle School Students With Writing Difficulties

There has historically been much less research on the literacy skills of adolescents with emotional and behavioral disorders (EBD) compared to the amount of intervention research targeting their behavior. Within the limited literacy research available, there are multiple issues that need to be addressed, including (a) a predominant focus on children in elementary school, (b) gender differences in students with EBD, and (c) variation in the labels of research participants. The purpose of this integrative, comprehensive review was to investigate these concerns and provide a summary of the data to guide future research studies. A total of 63 articles targeting the reading and/or writing skills of middle and high school students with EBD were identified, spanning 37 years of research (1980–2016). Analysis of the articles revealed that less than 15% of the participants were female, and the percentage of females included in this research has declined across time; 11 different labels have been used to describe research participants; oral reading fluency, persuasive writing, and reading comprehension were the three most common dependent variables; and less than 5% of studies took place in inclusive general education settings. Recommendations for practitioners serving students with EBD and for researchers are discussed.

Literacy Interventions for Secondary Students Formally Identified with Emotional and Behavioral Disorders: Trends and Gaps in the Research

To better understand the writing skills of juvenile offenders and the components of their writing abilities, this study explored extant data from six measures of adolescents’ writing skills adminis...

The writing abilities of juvenile justice youths: A confirmatory factor analysis

Difficulties with two critical transcription skills, handwriting and spelling, can hinder acquisition and use of simple sentences during writing for elementary students. This preliminary investigation used a framework of data-based individualization to adapt and study effects of a multi-component intervention designed to teach simple sentence construction. Two adaptations to the intervention included a modified form of cover-copycompare procedures for spelling difficulties and extended time for handwriting difficulties. Intervention was delivered across two small groups of elementary students at-risk for or with identified learning disabilities. All students showed gains in simple sentence construction; however, results must be viewed with caution given high variability for some students in performance and several design limitations.

/pdf/adapting-a-sentence-intervention-with-spelling-and-3jbe4wvcw6.pdf

Adapting a Sentence Intervention with Spelling and Handwriting Support for Elementary Students with Writing Difficulties: A Preliminary Investigation.

espanolEl estudio tuvo como objetivo revelar la eficacia de la ensenanza de la estructura del texto en el desarrollo de habilidades de escritura persuasiva para estudiantes femeninas de octavo grado en las escuelas de Abu Dhabi. Se prepararon pruebas para medir el desempeno del personal de estudio en los departamentos de redaccion persuasiva, y se desarrollo un estandar para medir el desempeno en la prueba. El estudio revelo la presencia de una diferencia estadisticamente significativa entre los promedios aritmeticos del desempeno de los miembros del estudio, en cada uno de los cuatro departamentos de escritura persuasiva. Este estudio debe estar colectivamente a favor del grupo experimental. EnglishThe study aimed to reveal effectiveness of teaching the text structure in developing persuasive writing skills for female student of 8th grade in Abu Dhabi schools. Tests were prepared to measure the performance of study personnel in persuasive writing departments, and a standardwas developed for measuring performance in the test. The study revealed the presence of a statistically significant difference between the arithmetic averages of the performance of the study members in each of the four departments of persuasive writing. This study should collectively be in favor of the experimental group.

https://dialnet.unirioja.es/descarga/articulo/8132491.pdf

Text Structure Teaching on the Development Of Persuasive Writing Skills for High School Students in the United Arab Emirates

This study investigated the effects of the Expressive Writing (EW) direct instruction curriculum on the expository writing skills of secondary grade students with serious emotional and behavioral disabilities (EBD). The EW program targets writing mechanics, sentence writing, and editing but does not include pre-writing writing instruction. Thus, we investigated the effects of adding a pre-writing procedural facilitator (PF) with EW . Using a repeated-measures quasi-experimental design, we matched and randomly assigned twenty-nine secondary grade students with EBD to one of two treatment groups (1) EW alone or (2) EW plus PF. Students received 11 consecutive weeks of daily 50-min instruction. We employed hierarchical growth modeling to analyze nearly 1500 permanent products. Results indicated statistically significant intra-individual writing growth regardless of treatment group. Moreover, the EW plus PF group exhibited faster linear growth ( p = .055) across the duration of the intervention.

Effects of Direct Instruction Plus Procedural Facilitation on the Expository Writing of Adolescents with Emotional and Behavioral Disabilities in Residential Schools

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Effects of Direct Instruction Plus Procedural Facilitation on the Expository Writing of Adolescents with Emotional and Behavioral Disabilities in Residential Schools