NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1179492
Record Type: Journal
Publication Date: 2018-Jun
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1534-5084
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.
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:; Web site:
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