NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1024423
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0827-3383
Comparing Two Story-Writing Mnemonic Strategies: A Randomized Control Trial Study
Dunn, Michael
International Journal of Special Education, v28 n3 p20-31 2013
Educators often use mnemonic strategies as a prime method to help children who struggle with writing. This study analyzed 12 fourth-grade students' stories during their participation in one of three groups. The first group learned the Ask, Reflect, Text (ART) mnemonic strategy with art media in the pre-writing/planning phase. The second group used Think-Talk-Text (T3) to verbalize aloud their story ideas before encoding text. The control group participated only in general education classroom instruction. The results indicated significant differences between the ART and T3 groups for story content; T3 also was significant different for story quality. The effect size scores indicated that ART students performed better with story content and number of words written. T3 students had the largest effect size for story quality.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A