ERIC Number: EJ1148775
Record Type: Journal
Publication Date: 2017-Aug
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4669
EISSN: N/A
A Direct Instruction and Precision Teaching Intervention to Improve the Sentence Construction of Middle School Students with Writing Difficulties
Datchuk, Shawn M.
Journal of Special Education, v51 n2 p62-71 Aug 2017
Being able to construct simple sentences is necessary for effective written expression. The present study investigated effects of a sentence construction intervention on small groups of middle school students with disabilities and writing difficulties. The intervention entailed sentence instruction and frequency building to a performance criterion, a type of timed practice emphasizing fluency. A single case design, multiple-baseline across small groups, was used. Three middle school teachers delivered intervention to three small groups of students (a total of 15 students). As a result of intervention, the average number of correct minus incorrect word sequences per small group gradually increased. Results are discussed in the context of the sentence construction literature and within a framework of direct instruction and precision teaching.
Descriptors: Direct Instruction, Intervention, Precision Teaching, Middle School Students, Writing Difficulties, Sentences, Small Group Instruction, Disabilities, Word Frequency, Predictor Variables, Writing Improvement, Instructional Effectiveness
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A