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ERIC Number: EJ1155954
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1057-3569
The Impact of Transcription Writing Interventions for First-Grade Students
Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie; Kim, Young-Suk Grace
Reading & Writing Quarterly, v33 n5 p484-499 2017
We examined the effects of transcription instruction for students in 1st grade. We selected students in the lowest 70% of the participating schools for the study. We randomly assigned these 81 students to (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention. Interventionists provided intervention in small groups of 4 students, 25 min a day, 4 days a week for 8 weeks. Students in the spelling condition outperformed the control group on spelling measures, with moderate effect sizes noted for curriculum-based writing measures (e.g., correct word sequences; gs = 0.34-0.68). Students in the handwriting condition outperformed the control group on correct word sequences, with small to moderate effects on other handwriting and writing measures (gs = 0.31-0.71). Students in the combined condition outperformed the control group on correct word sequences, with a small effect on total words written (gs = 0.39-0.84).
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A