Literaturnachweis - Detailanzeige
Autor/inn/en | McConnell, Amber E.; Little, Karen S.; Martin, James E. |
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Titel | Transition Planning and Writing Instruction: The Effects of a Brief Intervention |
Quelle | In: British Journal of Special Education, 42 (2015) 1, S.87-111 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0952-3383 |
DOI | 10.1111/1467-8578.12071 |
Schlagwörter | High School Students; Mental Retardation; Transitional Programs; Planning; Goal Orientation; Intervention; Writing Instruction; Writing Skills; Writing (Composition); High Stakes Tests; Knowledge Level; Essays; Paragraph Composition; Instructional Effectiveness; Scoring Rubrics; Prompting High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geistige Behinderung; Ablaufplanung; Planungsprozess; Zielorientierung; Zielvorstellung; Schreibunterricht; Writing skill; Schreibfertigkeit; Schreibübung; Wissensbasis; Essay; Aufsatzunterricht; Unterrichtserfolg; Scoring formulas; Auswertungsbogen; Benutzerführung |
Abstract | This study used a multiple probe design across behaviours to determine if four high school students with learning disabilities could plan post-school transition goals using a modified "GO 4 IT … NOW!" intervention while learning essential paragraph and essay writing skills. The results of this study indicate a functional relationship between the intervention and increased writing skills needed for high-stakes testing and increases in students' knowledge of transition planning. During baseline, students produced extremely short essays and did not include essential paragraph elements. After instruction, students wrote longer compositions and included more details, and paragraphs contained more paragraph elements. All participants increased essay quality during the intervention as measured by the rubric used to evaluate end-of-instruction writing prompts. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |