Teaching Writing Strategies with Tiered Supports for Middle School Students with and without Special Needs: A Case Study

Autor/inn/en	Vander Hart, Nanho; Power, Mara
Titel	Teaching Writing Strategies with Tiered Supports for Middle School Students with and without Special Needs: A Case Study
Quelle	In: Preventing School Failure, 66 (2022) 2, S.167-174 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2021.2016568
Schlagwörter	Writing Instruction; Writing Strategies; Middle School Students; Students with Disabilities; English Language Learners; Direct Instruction; Metacognition; Program Effectiveness; Grade 8; Instructional Materials; Teaching Methods; Team Teaching; Modeling (Psychology); Feedback (Response); Error Correction; Knowledge Level; Memorization + Suchen Sie Ihr Suchwort? Schreibunterricht; Schreibtechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 08; 8. Schuljahr; Schuljahr 08; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Modeling; Modelling; Modellierung; Korrektur; Wissensbasis; Gedächtnistraining
Abstract	The effect of writing strategy instruction on three middle school students' narrative writing performance in actual classrooms was investigated. The results indicated that the writing strategy instruction improved writing performance of students with and without disabilities, as well as students who were English language learners when provided with tiered supports. Future research is needed on faculty development on writing strategy instruction and the implementation of other evidence-based writing instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01