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ERIC Number: ED475513
Record Type: RIE
Publication Date: 2003-Jan
Pages: 193
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Demand Writing Instruction Model: Helping Students with Disabilities Pass Statewide Writing Assessments. Final Report.
Deshler, Donald; Schumaker, Jean; Bui, Yvonne
This report describes activities and achievements of a project that developed and evaluated the Demand Writing Instructional Model (DWIM), a comprehensive writing program for students with learning disabilities (LD) and low-performing students from culturally and linguistically diverse backgrounds in inclusive general education classrooms. The DWIM incorporates such research-based instructional practices as learning strategies instruction, prewriting planning instruction, text-structure instruction, and a process approach to writing. Three fifth-grade classes received the DWIM program and were compared to two other fifth-grade classes. Program effectiveness data focused on writing measures related to improving students' writing performance on the statewide writing assessment. These included measures associated with writing strategies, holistic writing measures, other writing measures, writing-affect measures, and social validity. Students in the experimental group made significant gains from pre-test to post-test and in relation to the comparison groups. One experimental group earned mean scores within the satisfactory level on the statewide assessment. Although results for the experimental LD students were positive, there were no significant differences between experimental and comparison LD students on the statewide writing assessment. Eight appendices include a sample lesson plan, detailed scoring procedures, sample anchor papers, a sequence of instruction, and statistical data. (Contains approximately 120 references.) (DB)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Kansas Univ., Lawrence. Center for Research on Learning.