Teaching Writing to Young African American Male Students Using Evidence-Based Practices

Autor/inn/en	Graham, Steve; Harris, Karen R.; Beard, Keith
Titel	Teaching Writing to Young African American Male Students Using Evidence-Based Practices
Quelle	In: Reading & Writing Quarterly, 35 (2019) 1, S.19-29 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2018.1535775
Schlagwörter	Writing Instruction; African American Students; Males; Evidence Based Practice; Instructional Effectiveness; Writing Improvement; Writing Difficulties; Writing Skills; Writing Processes; Reading Skills; Disadvantaged Youth; At Risk Students; Elementary School Students; Neighborhoods; Poverty Areas; Self Management; Sentence Structure; Handwriting; Spelling; Revision (Written Composition); Planning; Persuasive Discourse; Story Grammar; District of Columbia + Suchen Sie Ihr Suchwort? Schreibunterricht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Unterrichtserfolg; Schreibstörung; Writing skill; Schreibfertigkeit; Reading skill; Lesefertigkeit; Benachteiligter Jugendlicher; Neighbourhoods; Nachbarschaft; Selbstmanagement; Satzbau; Satzstruktur; Handschrift; Schreibweise; Korrektur; Ablaufplanung; Planungsprozess; Persuasion; Persuasive Kommunikation
Abstract	Studies that specifically test the effectiveness of instructional procedures for improving the writing of young African American males who experience difficulty learning to write are almost nonexistent. Although writing intervention studies include these children, researchers rarely disaggregate their data to determine whether the writing treatment enhanced the writing of this group of students. For this article, we reanalyzed the data from 5 true experiments conducted with mostly young African American students experiencing difficulty learning to write. Each of these studies taught 1 or more fundamental writing processes or skills using evidence-based writing practices validated in previous research. Our reanalysis of each of these studies focused only on students who were male, African American, and experiencing difficulties learning to write. We found that teaching fundamental writing processes and skills using evidence-based practices improved these children's writing performance, including their performance on skills directly taught as well as on other writing or reading skills not directly taught in some instances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01