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Examining the Relations between Instructional-Level Data and Intervention Response in Early Writing
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Parker, David C.; Burns, Matthew K.; McMaster, Kristen L.; Al Otaiba, Stephanie; Medhanie, Amanuel – Assessment for Effective Intervention, 2018
The current study determined growth patterns during an 8-week writing intervention and then examined the association between growth pattern and students' initial skills as determined by instructional-level data. One hundred forty-seven first-grade students struggling with early literacy skills received a writing intervention at one of two tiers of…
Descriptors: Writing Instruction, Grade 1, Elementary School Students, Emergent Literacy
Determining an Instructional Level for Early Writing Skills
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Parker, David C.; McMaster, Kristen L.; Burns, Matthew K. – School Psychology Review, 2011
The instructional level is helpful when identifying an intervention for math or reading, but researchers have yet to investigate whether the instructional-level concept can be applied to early writing. The purpose of this study was to replicate and extend previous research by examining technical features of potential instructional-level criteria…
Descriptors: Sentences, Writing Evaluation, Writing Assignments, Teaching Methods
Extending Curriculum-Based Assessment to Early Writing
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Parker, David C.; Burns, Matthew K.; McMaster, Kristen L.; Shapiro, Edward S. – Learning Disabilities Research & Practice, 2012
Early writing interventions can help students develop the writing skills they need to experience positive educational and postsecondary outcomes, but effective intervention requires instructionally relevant assessment data. Shapiro's curriculum-based assessment (CBA) model integrates related yet distinct CBA approaches into a model that informs…
Descriptors: Intervention, Writing Evaluation, Writing Research, Curriculum Based Assessment
An Application of Brief Experimental Analysis with Early Writing
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Parker, David C.; Dickey, Bradley N.; Burns, Matthew K.; McMaster, Kristen L. – Journal of Behavioral Education, 2012
Students' poor performance on national assessments of writing suggests that educators need effective approaches to assess and intervene with writing problems. Brief experimental analysis (BEA) has supporting evidence for identifying interventions in reading, but little research has investigated BEA with writing. Early writing is an especially…
Descriptors: Writing Instruction, Intervention, Grade 1, Elementary School Students