Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5

Autor/inn/en	Wolbers, Kimberly; Dostal, Hannah; Graham, Steve; Branum-Martin, Lee; Kilpatrick, Jennifer; Saulsburry, Rachel
Titel	Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5
Quelle	8 (2018) 1, S.99-117 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-0526
Schlagwörter	Elementary School Students; Grade 3; Grade 4; Grade 5; Deafness; Hearing Impairments; Writing Skills; Written Language; Comparative Analysis; Writing Instruction; Persuasive Discourse; Personal Narratives; Scoring; Regression (Statistics); Instructional Effectiveness; Quasiexperimental Design; Randomized Controlled Trials; Teaching Methods; Interaction; Statistical Analysis + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Writing skill; Schreibfertigkeit; Geschriebene Sprache; Schreibunterricht; Persuasion; Persuasive Kommunikation; Erlebniserzählung; Bewertung; Regression; Regressionsanalyse; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Statistische Analyse
Abstract	A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students' writing and written language compared to a business-as-usual condition (treatment group N = 41, comparison group N = 22). A total of 18 hours of instruction was provided for each of two types of writing--personal narrative and persuasive. Writing samples, collected prior to instruction and after, were scored for writing traits, written language accuracy, and complexity. Data were analyzed using a two-level, mixed-effects regression. Results show the treatment to be effective for personal narrative and persuasive writing traits, and personal narrative written language variables, with effect sizes ranging from 0.46 to 2.01. Treatment effects were also substantial for persuasive writing written language outcomes (0.38 to 1.06), although not all were statistically significant at the 0.05 level. The findings suggest the importance of apprenticeship in writing and consideration for the specific language needs of students with hearing loss. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01