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ERIC Number: EJ1001637
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0271-8294
Evidence of Two Theoretical Models Observed in Young Children with Disabilities Who Are Beginning to Learn to Write
Staples, Amy; Edmister, Evette
Topics in Language Disorders, v32 n4 p319-334 Oct-Dec 2012
This study examined the composing process and communication of students aged 5-8 identified with intellectual disabilities. An open-ended writing activity called Big Paper was implemented at least once every 2 weeks for a 6-month period. Qualitative methods were utilized to analyze writing samples, videotapes of writing sessions, and transcripts of interactions during writing sessions. Students exhibited a range of communicative interactions during the writing sessions and varied improvement in writing quality along a scale of writing conventions. In addition, students demonstrated engagement in the cognitive process of writing (Flower & Hayes, 1981), and the community as a whole demonstrated engagement consistent with a social-interactive (Nystrand, 1989) composition model. Implications for defining composition, planning instruction, and assessing student growth are shared. (Contains 2 tables and 1 figure.)
Lippincott Williams & Wilkins. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: customerservice@lww.com; Web site: http://www.lww.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 2; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A