The Effects of Sentence-Combining Instruction on the Writing of Fourth-Grade Students with Writing Difficulties

Autor/inn/en	Saddler, Bruce; Behforooz, Bita; Asaro, Kristie
Titel	The Effects of Sentence-Combining Instruction on the Writing of Fourth-Grade Students with Writing Difficulties
Quelle	In: Journal of Special Education, 42 (2008) 2, S.79-90 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466907310371
Schlagwörter	Writing Difficulties; Sentences; Learning Disabilities; Writing Ability; Writing Skills; Writing Instruction; Grade 4; Elementary School Students; Peer Teaching; Writing Improvement; Teaching Methods; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Schreibstörung; Sentence analysis; Satzanalyse; Learning handicap; Lernbehinderung; Schreibkompetenz; Writing skill; Schreibfertigkeit; Schreibunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	One area of writing that may be particularly problematic for less skilled writers and writers with learning disabilities is constructing well-formed sentences. In this single-subject design study, sentence-combining practice with a peer-assistance component was used to improve the writing ability of 6 fourth-grade students with and without learning disabilities. The results support the use of sentence-combining practice to increase sentence construction ability. Furthermore, sentence-combining instruction led to gains in story quality and writing complexity. (Contains 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10