Examining the Effects of a Comprehensive Writing Program on the Writing Performance of Middle School Students with Learning Disabilities in Written Expression

Autor/inn/en	McCurdy, Merilee; Skinner, Christopher; Watson, Steuart; Shriver, Mark
Titel	Examining the Effects of a Comprehensive Writing Program on the Writing Performance of Middle School Students with Learning Disabilities in Written Expression
Quelle	In: School Psychology Quarterly, 23 (2008) 4, S.571-586 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/1045-3830.23.4.571
Schlagwörter	Feedback (Response); Sentences; Basic Writing; Learning Disabilities; Program Effectiveness; Writing Skills; Writing Instruction; Middle School Students; Grade 9; Special Education; Teaching Methods; Student Evaluation; Writing Evaluation; Form Classes (Languages); Intervention; Identification + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Learning handicap; Lernbehinderung; Writing skill; Schreibfertigkeit; Schreibunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 09; 9. Schuljahr; Schuljahr 09; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Analytischer Sprachbau; Identifikation; Identifizierung
Abstract	Many students have difficulty in educational and employment settings because they have failed to master basic writing skills. Multiple-baseline across-tasks designs were used to evaluate the effects of the Comprehensive Writing Program (CWP), a multicomponent intervention, on the writing performance of all students (n = 17) from 3 9th-grade special education classrooms. The CWP included direct instruction, assignment choice, increased practice, group rewards, and individual feedback. Assessment procedures were used to collect data on 3 target skills: percentage of sentences that (a) were complete sentences, (b) contained adjectives, and (c) were compound sentences. Results suggest that the CWP increased students' performance on recently taught or retaught skills; however, not all increases were maintained. Discussion focuses on future applied and theoretical research designed to address limitations of the current study and to enhance the effectiveness of the CWP. (Contains 1 table and 3 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10