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

Autor/in	Datchuk, Shawn M.
Titel	A Direct Instruction and Precision Teaching Intervention to Improve the Sentence Construction of Middle School Students with Writing Difficulties
Quelle	In: Journal of Special Education, 51 (2017) 2, S.62-71 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466916665588
Schlagwörter	Direct Instruction; Intervention; Precision Teaching; Middle School Students; Writing Difficulties; Sentences; Small Group Instruction; Disabilities; Word Frequency; Predictor Variables; Writing Improvement; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schreibstörung; Sentence analysis; Satzanalyse; Handicap; Behinderung; Word analysis; Frequency; Wortanalyse; Häufigkeit; Prädiktor; Unterrichtserfolg
Abstract	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. (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	2020/1/01