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ERIC Number: EJ1139419
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: EISSN-2161-7252
Response to Intervention: Employing a Mnemonic-Strategy with Art Media to Help Struggling Writers
Dunn, Michael
Journal of International Education and Leadership, v2 n3 Fall 2012
With the implementation of response to intervention (RTI) in many schools across the United States and Canada, many educators have a renewed focus on intervention and assessment programming for students who struggle with academics. One format to manage interventions is for educators to provide these children with mnemonic-strategy instruction. In this study, mixed methods included experimental design, participatory action research, and arts-based data. Four 4th-grade struggling writers at a pacific-northwestern US school completed a writing-interest survey, learned the Ask, Reflect, Text (ART) story-writing mnemonic strategy which included the use of art, received story content and quality progress-monitoring scores at selected sessions, and completed a final exit interview about the intervention. All four participants improved with content; improving quality was more of a challenge. Results and implications are discussed.
Journal of International Education and Leadership. 432 Rittiman Road, San Antonio, Texas 78209. Tel: 210-519-9870; e-mail: editor@jielusa.org; Web site: http://www.jielusa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A