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ERIC Number: EJ1135779
Record Type: Journal
Publication Date: 2013
Pages: 22
Abstractor: As Provided
ISSN: EISSN-2325-7466
Using a Four-Point Scaled Writing Rubric: Improving the Quantity and the Quality of the Writing in a First Grade Specialized 8:1:1 Classroom
Carlson, Lynn
Journal of the American Academy of Special Education Professionals, p5-26 Spr-Sum 2013
Educators today are faced with learning to implement the Common Core Standards in Language Arts and Math. Administrators are requiring grade level general education teachers/special education teachers to meet in Private Learning Communities in order to discuss the best ways to implement the CCS as well as to discuss best practices for writing instruction through close analysis of student writing. Research suggests that students use both cognitive and social processes when composing a writing piece (MacArthur, Graham, & Fitzgerald, 2006). Therefore, this study evaluates the importance of first using the social cultural writing process in order to enhance the cognitive writing process of students before they responded to a writing prompt. The study involved administering a journal entry pre-test, post-test, and final test over a four-week time period to eight first grade special education students in a specialized classroom. The results were calculated, analyzed, and conclusions/implications were recorded.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A