ERIC Number: EJ1179492
Record Type: Journal
Publication Date: 2018-Jun
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-5084
EISSN: N/A
Examining the Relations between Instructional-Level Data and Intervention Response in Early Writing
Parker, David C.; Burns, Matthew K.; McMaster, Kristen L.; Al Otaiba, Stephanie; Medhanie, Amanuel
Assessment for Effective Intervention, v43 n3 p157-168 Jun 2018
The current study determined growth patterns during an 8-week writing intervention and then examined the association between growth pattern and students' initial skills as determined by instructional-level data. One hundred forty-seven first-grade students struggling with early literacy skills received a writing intervention at one of two tiers of support and completed progress assessments at regular intervals. Results indicated that students followed more than one type of growth pattern. A moderate correspondence was found between growth pattern and instructional-level data. Current results are contextualized within previous research. Implications for adapting writing interventions based on student data and theoretical models of writing development are discussed.
Descriptors: Writing Instruction, Grade 1, Elementary School Students, Emergent Literacy, Student Development, Data, Growth Models, Intervention
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: Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A